The Classroom Experience

In the classroom learners are guided to shift their perspective to see, recognize and work with the dynamics of systems instead of looking at the static parts of the same; They will learn to value the process instead of focusing on the end-result; They will learn to value the quality of experience over its quantification. The classroom experience emphasizes working on developing the logics and skills to work with the Living Systems Organization & Communication models to get a dynamic view of how the whole of interconnected systems works in unison. The learner learns how to make systems based descriptions of for example how a transformer works, a car and even the human psychology and physiology. The learner will really start to grasp how to work with these dynamics when s/he starts working on an individually chosen topic of interest. The paradigm shift that the learner will go through will elicit an ever growing awareness that cultivates amongst other things in seeing oneself and the world holistically, it will cultivate self-knowledge and a sense of interconnectedness. Next to the classroom experience the learner is individually guided to learn how to cultivate his/her own awareness and deepen the insights gained. This is done through Diagnostic Integrative Observation (DIO). The individual learning experience through DIO emphasizes learning to understand the deeper meaning of the physic-psycho-emotional experience and how this connects with our experience of the world around us, our habitual health behavior, and so much more. The awareness that the learner will cultivate results in greater self-responsibility, self-acceptance, self-love, respectful communication with others, transparency (What You See Is What You Get), respect for nature and its resources and a dynamic balance that results in an enhanced quality of life experience.

Diagnostic Integrative Observation

Diagnostic Integrative Observation significantly impacts one's life as a whole as it is not based on linear or cognitive thought processes and procedures. DIO doesn't aim at addressing any particular question or issue but instead teaches a person how to look differently at experience as a whole. This enables a person to resolve whatever emotions are yet unresolved, and break through associated pathogenic responses and patterns of behavior.      The guide, counselor or teacher continually guides the learner to observe, acknowledge, feel and resolve emotions, connected patterns of behavior that have been 'induced ' by one's parents since conception. The Diagnostic Integrative Observation process is based on Living System Organization & Communication and the principles of self-organizing systems. It consists of three phases:  Phase 1) The Guide gives feedback about the constitution or typological characteristics and life unfolding from conception to date. This information is read in the Radial pulse through Pulse diagnosis. Other diagnostic angles like the observation of behavior, voice, body and facial structure and other dynamic characteristics are simultaneously applied to further integrate and reinforce the diagnostic observation of the Whole Person.    Phase 2) The Guide puts questions about what the learner feels in the different hemispheres of the body, reads the archetypal patterns induced and stored up in one's Biophoton or Quantum energy field and how this is actively triggered by different situations. The Guide then describes the past (non)verbal communication and relationship between both parents or those persons having induced the patterns in the Biophoton energy field and how this has affected the learner's physical sensation, habitual behavior, health condition and more. In 90% of all cases the learner immediately recognizes which parent is connected with each hemisphere and feeds this information back to the Guide. The learner learns to observe, recognize, acknowledge and feel the archetypal response patterns induced and how this is actively triggered by different life situations. The Guide feeds back how these patterns are projected through one's behavior and interpersonal communication. The Guide continuously refers to the physical, Biophoton and emotional sensation within the body of the learner.   Phase 3) The Guide sits next to the learner, and during 5 - 10 minutes applies Pulse diagnosis to observe and moment by moment feeds back information about the unfolding of experience. As a result of the feedback the learner independently starts applying DIO to become aware, recognize, acknowledge and resolve emotions and associated responses and how these connect with different patterns of behavior. These are located in different parts of the body, they can transfer to other locations, they can shape-shift and change into other emotions, they can be concurrently observed on different levels (mentally, emotionally, energetically and physically) and they can move in and out of conscious experience. In Greek medicine these transferals were called Diadoxic transferals. Thus the learner becomes aware of the innate language of biophysical experience and how this can be used for integration of the whole person. The learner by being consciously aware of this 'play' becomes increasingly more open to resolve mentioned emotions and responses, even when they can only be 'seen' and felt subconsciously. Conscious and subconscious experience are thus integrated and blind spots dissolved. As a result of this growing awareness the learner becomes more open to see the emerging future without superimposing unto it impressions from the past.         The learner is asked to dedicate a few minutes a day to actualize the awareness gained in the interactive sessions. No new techniques or strategies are learnt. From day one the learner is considered responsible for his/her own growth and keeps contact with the Guide whom, with the learner, monitors the process of growing awareness. Generally and average of five (5) sessions is necessary to complete a full learning cycle. The awareness gained impacts the learner's experience in such a way that it helps him/her to look at reality from a Wholistic perspective. Learners report that they started looking differently at their lives and inner experiences even after having had only one session. After a few weeks/months this can elicit a lasting change that significantly impacts one's life. At the end of a learning cycle the learner is able to be more independent, have a different outlook on life and experience, resolve emotional traumas and consequently grow emotionally, mentally and spiritually. Diagnostic Integrative Observation can be used for/by everyone ranging from children, youngsters, people with special (health) needs to teachers, counselors, therapists, psychologists, psychiatrists, spiritual guides and more. It is and educational approach that can change the lives of many.