IMS MISSION, PURPOSE AND EDUCATIONAL GOALS
Mission Statement:
IMS is committed to the presentation and search for knowledge that will expand and open the thinking mind of every student to its fullest potential through personal responsibility and independent study programs.
Statement of Purpose:
A new evaluation of the true meaning of life is in progress upon Earth. We have created our world and all of the systems in our world through our belief systems, just as we have created our image of ourselves as human beings. We have not been taught to understand the chemical foundation of our Human Design, and we have reached a point in our human evolution where we are destroying ourselves through our ignorance, which comes from our beliefs. We are chemically contaminating the chemical human design of our physical body, conscious mind, loving emotions, and spirit senses. Our human design has stood the test of time as we have lived in many spacetime continuums of our physical evolution. The part of us that is incomplete and imperfect in reaching its potential of design is our conscious thinking male mind. As evolving consciousness, each human has a male mind, female loving emotions, infinite spirit senses, and a physical body. Our entire nervous system that includes our brain and the multiple other forms of our nervous system is our enfolded chemical spirit consciousness as the DNA pattern of life.
Students of IMS will be drawn to this pioneering model of learning because they are looking for the truth which knowledge opens in a seeking mind. Students learn the interdependency and interdisciplinary pattern of our fractal design, and how we as human being s relate to our own energies and therefore to each other, to nature, Earth, and the universe. Through understanding our responsibility as creators, students become effective, productive, and happy people, in every aspect of life. They become leaders in the global shift in consciousness which is essential to our survival as a human species. The knowledge of the elements of Earth, the mind, and the heart are the sources of our healing energy, and with this focus of learning, our scientific, cultural, technological, and religious thinking can be changed from an external focus to an internal focus which acknowledges the power we have to create our own cause-and-effect reality. The traditional models of education have served their time in our world, and it is now time for us to go beyond their boundaries to understand the cyclic pattern of creative thinking which stimulates the love within us as we change our world from one of a memory and fear of war to a place of happiness and healing. Our Human Design is no mystery, and the purpose of IMS and its participants is to live the truth of love, truth, and equality as we learn to appreciate the miracle of our Human Design.
Educational Goals:
The goal of the Institute of Metaphysical Studies, founded by Kathy Oddenino in 1996, is to reach all spiritual searchers and seekers of knowledge to share the ancient wisdom of our soul and spirit consciousness and discover its relationship to our physical experience. Kathy Oddenino, an R.N. by training, has been teaching Metaphysical Philosophy for 20 years. Her focus on the Socratic method of learning through dialogue emphasizes the essential element of knowledge rather than information to quench our hunger for truth. Knowledge relates information gathered in our experience to who we are as chemical beings. Understanding this relationship gives us the tools to make positive practical changes in our daily lives. Through education as we have known it in our culture we have created a structure for progressive stages of learning as we expand our foundation of knowledge. We have grown to appreciate this structure of learning and its benefits in our lives. Now we have reached a stage of individual, cultural, and global growth which has outgrown our model of education as it is. The classroom as “laboratory of life” has been overtaken by the forum for intellectual debate and competition. Metaphysical Philosophy, as the “science of life,” brings back a way for us to remember what we already know: the difference between “information” and “knowledge”; what it means to be human striving toward a civilized society and world; that we are creators whose purpose has inherent intention within its design which is accessible to us through an understanding of the dual soul and spirit consciousness; and how these relate to the physical human, elements of nature, and the DNA within us.
Throughout history we have experimented with various models of education, incorporating religious teaching, “mystery” teachings (as we distinguished them from religion), trade apprenticeships, and scholarly focuses to preserve and pass on knowledge of particular subjects as our need to expand our level of knowledge has changed. Philosophy was part of our foundation of sharing knowledge at different times in our history. The Greek philosophers explored their thoughts and emotions because they felt compelled to understand the workings of the human mind and heart. Religion has emphasized the blind-faith acceptance of ancient beliefs about God, nature, and ourselves, which we have clung to and perpetuated, most often without realizing how these beliefs affect our perceptions of ourselves and our world and the behavior created by those perceptions. As our industrial society has accelerated its exploration and implementation of technology as a means to communicate and gather and sort data, we are showing ourselves how creative we can be and how quickly our thoughts create the physical substance of our world. We are all philosophers at heart, and true philosophers know that communication is the key to change and creativity. As Kathy Oddenino has said, “True communication is a transference of love energy.” Communication of knowledge which gives us the tools to understand ourselves and our purpose in being human, then, is the greatest gift we can give ourselves. Evolution is not just an intellectual and religious debate: it is a personal choice.
In the realm of formal education, community colleges are one good example of how we have responded to meet the learning needs of adults with rapidly changing lifestyles. In his article about “Virtual Universities,” Steven Crow acknowledges that “Community colleges have long been known for their quick responsiveness to changing educational needs in an economy that seems to have an insatiable appetite for ‘knowledge workers.’” This need for “knowledge workers” as defined by philosophy (the “science of life”) has reached a critical stage in our evolution of “progress” as we have experienced it in our increasingly industrialized world. “Knowledge workers” are people who have discovered the knowledge to understand the ancient wisdom of our dual soul and spirit consciousness and its relationship to our physical experience and who then want to share their tools and insights with others in the spirit of the “Golden Rule.” “Do unto others as you would have them do unto you” is the most basic instruction to teach us to understand the equality inherent within us and live our understanding of equality through our love and appreciation of the gift of life in all of its forms. The form, structure, organization, and discipline of us as created beings is clear and understandable when we have this knowledge to define the dual soul, spirit, physical body, and consciousness in relationship to who we are and all we sense, feel, and experience in our daily lives. With examples of the breakdown of our medical system as we created it and its inability to address the healing concerns of patients, the specialization of every discipline into disparate parts which most often aim to operate autonomously rather than cooperatively, and the challenges our educational structures and systems face in answering the critical need for effective learning, most of us cannot help but acknowledge that there is something “rotten in Denmark,” as Hamlet noted in Shakespeare’s famous play. In order to create true “progress” as human beings, we must gain a new perception about the state of our individual and collective being, and philosophy as the “science of life” is the way to provide this new perception.
For the past 20 years Kathy Oddenino’s teaching has focused primarily on seminars and Retreats provided for students of all ages. In addition, Joy Publications has published 8 books written by Kathy Oddenino, the 8th published in 2007. Kathy has used these books as “textbooks” for students who have committed themselves to her different programs of learning. Throughout the 20 years, these events have been recorded and many of the recordings have been sold as audiocassettes to supplement learning. Students are also among Kathy’s body of clients who consult with her individually for one and two-hour sessions. All learning is focused upon understanding who we are as a dual soul and spirit consciousness and how this consciousness relates to the physical experiences we create as our life.
As is acknowledged everywhere in current advertising, “Knowledge is Power.” Isn’t the goal of education to empower people? Our standards of education have slowly changed over the years, but now we must pick up the pace. We must ask ourselves what “quality education” is and how we evaluate “quality” and “learning.” As the Commission on Institutions of Higher Education has begun to adapt its evaluation of “quality education” based on what has existed before to an evaluation and implementation of what works, the Institute of Metaphysical Studies offers a model for education not only for the future but an education essential for the present.
To continue the expansion of “knowledge workers” among us, the Institute of Metaphysical Studies will offer a foundation of knowledge modules for use online as independent study self-education. As has been noted by educators who review the role of technology in education, “online education has come to represent the shift from teacher-centered to learner-centered education.” (Crow, 3) The active involvement of students in their own self-exploration and learning is essential in the “Knowledge Evolution” we are living. In our historical past we have lived and studied about “Revolutions” as wars and cycles of change which created societal upheavals. “Knowledge Evolution” will move us beyond our limited perception of ourselves and our past to an understanding of who we are as creators. We learn from the lessons of life when we begin to appreciate their value to us as a human being. Appreciating their value requires cyclical thinking, a level of self-exploration beyond how most of us have been taught to use our mind. We have become a world of lazy thinkers and the Institute of Metaphysical Studies is offering a catalyst to change that state of inertia to a new level of creativity, excitement, and learning beyond where we have gone before. Online learning modules will include ways of understanding the relationship of knowledge between different disciplines, such as literature, history, mathematics, science, nutrition, philosophy, and chemistry. This is true “consilience.” The synthesis and integration of knowledge becomes a constantly inspiring experience of beauty when we are able to recognize the fractal pattern of our creation and our relationship to all living things and all levels of consciousness. Learning is fast becoming a lost Art, and momentum is building in those who are seeking knowledge that satisfies their thirst to know who we are and why we are alive. As people in a global society we have accepted that education is essential to the improvement of our lives. With the advances in technology and our growing openness in our thirst for knowledge, our infinite opportunities to provide access of knowledge to the masses are visible and compelling. It is our choice to act.
Mission Statement:
IMS is committed to the presentation and search for knowledge that will expand and open the thinking mind of every student to its fullest potential through personal responsibility and independent study programs.
Statement of Purpose:
A new evaluation of the true meaning of life is in progress upon Earth. We have created our world and all of the systems in our world through our belief systems, just as we have created our image of ourselves as human beings. We have not been taught to understand the chemical foundation of our Human Design, and we have reached a point in our human evolution where we are destroying ourselves through our ignorance, which comes from our beliefs. We are chemically contaminating the chemical human design of our physical body, conscious mind, loving emotions, and spirit senses. Our human design has stood the test of time as we have lived in many spacetime continuums of our physical evolution. The part of us that is incomplete and imperfect in reaching its potential of design is our conscious thinking male mind. As evolving consciousness, each human has a male mind, female loving emotions, infinite spirit senses, and a physical body. Our entire nervous system that includes our brain and the multiple other forms of our nervous system is our enfolded chemical spirit consciousness as the DNA pattern of life.
Students of IMS will be drawn to this pioneering model of learning because they are looking for the truth which knowledge opens in a seeking mind. Students learn the interdependency and interdisciplinary pattern of our fractal design, and how we as human being s relate to our own energies and therefore to each other, to nature, Earth, and the universe. Through understanding our responsibility as creators, students become effective, productive, and happy people, in every aspect of life. They become leaders in the global shift in consciousness which is essential to our survival as a human species. The knowledge of the elements of Earth, the mind, and the heart are the sources of our healing energy, and with this focus of learning, our scientific, cultural, technological, and religious thinking can be changed from an external focus to an internal focus which acknowledges the power we have to create our own cause-and-effect reality. The traditional models of education have served their time in our world, and it is now time for us to go beyond their boundaries to understand the cyclic pattern of creative thinking which stimulates the love within us as we change our world from one of a memory and fear of war to a place of happiness and healing. Our Human Design is no mystery, and the purpose of IMS and its participants is to live the truth of love, truth, and equality as we learn to appreciate the miracle of our Human Design.
Educational Goals:
The goal of the Institute of Metaphysical Studies, founded by Kathy Oddenino in 1996, is to reach all spiritual searchers and seekers of knowledge to share the ancient wisdom of our soul and spirit consciousness and discover its relationship to our physical experience. Kathy Oddenino, an R.N. by training, has been teaching Metaphysical Philosophy for 20 years. Her focus on the Socratic method of learning through dialogue emphasizes the essential element of knowledge rather than information to quench our hunger for truth. Knowledge relates information gathered in our experience to who we are as chemical beings. Understanding this relationship gives us the tools to make positive practical changes in our daily lives. Through education as we have known it in our culture we have created a structure for progressive stages of learning as we expand our foundation of knowledge. We have grown to appreciate this structure of learning and its benefits in our lives. Now we have reached a stage of individual, cultural, and global growth which has outgrown our model of education as it is. The classroom as “laboratory of life” has been overtaken by the forum for intellectual debate and competition. Metaphysical Philosophy, as the “science of life,” brings back a way for us to remember what we already know: the difference between “information” and “knowledge”; what it means to be human striving toward a civilized society and world; that we are creators whose purpose has inherent intention within its design which is accessible to us through an understanding of the dual soul and spirit consciousness; and how these relate to the physical human, elements of nature, and the DNA within us.
Throughout history we have experimented with various models of education, incorporating religious teaching, “mystery” teachings (as we distinguished them from religion), trade apprenticeships, and scholarly focuses to preserve and pass on knowledge of particular subjects as our need to expand our level of knowledge has changed. Philosophy was part of our foundation of sharing knowledge at different times in our history. The Greek philosophers explored their thoughts and emotions because they felt compelled to understand the workings of the human mind and heart. Religion has emphasized the blind-faith acceptance of ancient beliefs about God, nature, and ourselves, which we have clung to and perpetuated, most often without realizing how these beliefs affect our perceptions of ourselves and our world and the behavior created by those perceptions. As our industrial society has accelerated its exploration and implementation of technology as a means to communicate and gather and sort data, we are showing ourselves how creative we can be and how quickly our thoughts create the physical substance of our world. We are all philosophers at heart, and true philosophers know that communication is the key to change and creativity. As Kathy Oddenino has said, “True communication is a transference of love energy.” Communication of knowledge which gives us the tools to understand ourselves and our purpose in being human, then, is the greatest gift we can give ourselves. Evolution is not just an intellectual and religious debate: it is a personal choice.
In the realm of formal education, community colleges are one good example of how we have responded to meet the learning needs of adults with rapidly changing lifestyles. In his article about “Virtual Universities,” Steven Crow acknowledges that “Community colleges have long been known for their quick responsiveness to changing educational needs in an economy that seems to have an insatiable appetite for ‘knowledge workers.’” This need for “knowledge workers” as defined by philosophy (the “science of life”) has reached a critical stage in our evolution of “progress” as we have experienced it in our increasingly industrialized world. “Knowledge workers” are people who have discovered the knowledge to understand the ancient wisdom of our dual soul and spirit consciousness and its relationship to our physical experience and who then want to share their tools and insights with others in the spirit of the “Golden Rule.” “Do unto others as you would have them do unto you” is the most basic instruction to teach us to understand the equality inherent within us and live our understanding of equality through our love and appreciation of the gift of life in all of its forms. The form, structure, organization, and discipline of us as created beings is clear and understandable when we have this knowledge to define the dual soul, spirit, physical body, and consciousness in relationship to who we are and all we sense, feel, and experience in our daily lives. With examples of the breakdown of our medical system as we created it and its inability to address the healing concerns of patients, the specialization of every discipline into disparate parts which most often aim to operate autonomously rather than cooperatively, and the challenges our educational structures and systems face in answering the critical need for effective learning, most of us cannot help but acknowledge that there is something “rotten in Denmark,” as Hamlet noted in Shakespeare’s famous play. In order to create true “progress” as human beings, we must gain a new perception about the state of our individual and collective being, and philosophy as the “science of life” is the way to provide this new perception.
For the past 20 years Kathy Oddenino’s teaching has focused primarily on seminars and Retreats provided for students of all ages. In addition, Joy Publications has published 8 books written by Kathy Oddenino, the 8th published in 2007. Kathy has used these books as “textbooks” for students who have committed themselves to her different programs of learning. Throughout the 20 years, these events have been recorded and many of the recordings have been sold as audiocassettes to supplement learning. Students are also among Kathy’s body of clients who consult with her individually for one and two-hour sessions. All learning is focused upon understanding who we are as a dual soul and spirit consciousness and how this consciousness relates to the physical experiences we create as our life.
As is acknowledged everywhere in current advertising, “Knowledge is Power.” Isn’t the goal of education to empower people? Our standards of education have slowly changed over the years, but now we must pick up the pace. We must ask ourselves what “quality education” is and how we evaluate “quality” and “learning.” As the Commission on Institutions of Higher Education has begun to adapt its evaluation of “quality education” based on what has existed before to an evaluation and implementation of what works, the Institute of Metaphysical Studies offers a model for education not only for the future but an education essential for the present.
To continue the expansion of “knowledge workers” among us, the Institute of Metaphysical Studies will offer a foundation of knowledge modules for use online as independent study self-education. As has been noted by educators who review the role of technology in education, “online education has come to represent the shift from teacher-centered to learner-centered education.” (Crow, 3) The active involvement of students in their own self-exploration and learning is essential in the “Knowledge Evolution” we are living. In our historical past we have lived and studied about “Revolutions” as wars and cycles of change which created societal upheavals. “Knowledge Evolution” will move us beyond our limited perception of ourselves and our past to an understanding of who we are as creators. We learn from the lessons of life when we begin to appreciate their value to us as a human being. Appreciating their value requires cyclical thinking, a level of self-exploration beyond how most of us have been taught to use our mind. We have become a world of lazy thinkers and the Institute of Metaphysical Studies is offering a catalyst to change that state of inertia to a new level of creativity, excitement, and learning beyond where we have gone before. Online learning modules will include ways of understanding the relationship of knowledge between different disciplines, such as literature, history, mathematics, science, nutrition, philosophy, and chemistry. This is true “consilience.” The synthesis and integration of knowledge becomes a constantly inspiring experience of beauty when we are able to recognize the fractal pattern of our creation and our relationship to all living things and all levels of consciousness. Learning is fast becoming a lost Art, and momentum is building in those who are seeking knowledge that satisfies their thirst to know who we are and why we are alive. As people in a global society we have accepted that education is essential to the improvement of our lives. With the advances in technology and our growing openness in our thirst for knowledge, our infinite opportunities to provide access of knowledge to the masses are visible and compelling. It is our choice to act.
Last modified: Tuesday, 25 August 2009, 08:36 PM