reason and emotion play in a student’s learning and decision-making abilities. “Questions and lively discussions are the basis of the class,” Arteaga says. “We begin with a question and explore what we know, how we know it and any conclusions drawn from the process.”


Using a democratic model in


which the teacher welcomes critical discussion, Arteaga and her students have mutually discovered that knowl- edge is not static, but has a history and changes over time. “When we first started the class, it was challeng- ing to accept that in many situa- tions there is no right or wrong, just relativity and a matter of perception. We don’t really know anything for certain,” she remarks.


Worldview Explorations Katia Petersen, Ph.D., is the ex- ecutive director of education at the Institute of Noetic Sciences (IONS), headquartered in Peta- luma, California. She co-devel- oped the tools, practices and 22 lessons in the pioneering organi- zation’s Worldview Explorations (WE) project. Founded on 40 years of IONS research, WE engages everyone in age-appropriate ways in reflecting upon long-held assumptions and how beliefs create the lens they see through, ultimately improving how they understand and respond to the world. “When individuals understand the


power of offering their story and are open to the worldview stories of others, they no longer focus attention on dif- ferences and limitations,” says Petersen.


“There is no such thing as a neutral education process. Education either functions as an instrument which is used to facilitate the integration of generations


into the logic of the present system and bring about conformity to it, or it


becomes the practice of freedom, the means by which men and women deal critically with reality and


discover how to participate in the transformation of their world.”


~ Richard Shaull, ThD


“They realize that everyone has their own truth.”


Through small groups and conversations,


participants unpack how the program has influenced them by answering questions that explore what inspired, surprised and changed the way they perceive the world. “WE’s transfor- mative learning experiences draw from the heart and soul of individuals, rather than stuffing heads with ideas and perspectives, which serves them


well as they embody and apply these tools and practices in their daily lives,” notes Petersen.


She cites a particularly powerful moment for a group of young people she worked with. “A student was killed in a drive-by shooting two weeks before their certification. The transformative moment came when they said that their new awareness and capacity for com- passion and understanding would not allow them to seek revenge. Instead, they chose to save lives in their com- munities using their new skills.”


Mycelium School Ashley Cooper and Matt Abrams, co-founders of the Mycelium School, in Asheville, North Carolina, re-imagined a learning environment for aspiring entrepreneurs and social change agents committed to activating their potential and realizing solutions to today’s challenges. A 12-week learning journey allows individuals to become increasingly adept at learning from and helping each other learn. The curriculum offers minimum structure, significant support and col- laboration with others. “In the learning community, individuals are dedicated to a project or life question of their choice,” explains Cooper. Participants’ goals include changing careers, deter- mining the next steps after retirement or how to pursue true passions to make a difference in the world. Cheri Torres, Ph.D., founder of the Asheville-based Innovation Partners International SE, was one of the earliest participants in the Mycelium Learning experience. She says that she obtained


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