The Transpersonal Education Philosophy by Professor Oluwafemi Esan
In this publication, Professor Oluwafemi Esan, Professor of Transpersonal Psychology and Education, at El-Roi London University, talks about The Transpersonal Education Philosophy. In the article, he talks about the background of Transpersonal theory proposes The Purpose of Education, The Limitations of Education Philosophy Bulit on Materialism, and The Education of The Transpersonal Higher – Self. If this sounds interesting to you, then sit back and enjoy the reading.
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The Background of Transpersonal theory proposes
Transpersonal theory proposes that there are developmental stages beyond the adult ego, which involve experiences of connectedness with phenomena considered outside the boundaries of the ego.
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Transpersonal psychology is a branch of psychology focused on studying the spiritual and transcendental aspects of the human experience.
It is an approach that seeks to understand how the connection between the Self and our higher consciousness can lead to growth and self-development. (Hartelius, G., Caplan, M. and Rardin, M.A., 2007).
Philosophy of Education is the branch of applied or practical philosophy concerned with the nature and aims of Education and the philosophical problems arising from educational theory and practice.
An educational philosophy refers to a teacher’s vision of the grander purpose of Education and its role in society. Educational philosophy questions involve such issues as a teacher’s vision of their role, their view of how students learn best, and their primary goals for their students. (Rowe, N. and Braud, W., 2013).
What is The Purpose Of Education?
The four primary purposes of school are academic (intellectual), political and civic purposes, socialization, and economic purposes. The true goal of Education is intelligence plus character. A complete education gives one the power of concentration and worthy objectives upon which to concentrate.
Education empowers individuals by equipping them with knowledge, critical thinking skills, and the ability to make informed decisions, fostering personal growth and autonomy. Learning expands the mind, and school is a way for students to be exposed to different ideas and concepts. Knowledge obtained through school can give students a sense of personal fulfillment (Education).
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The highest aim of Education is to develop driven, productive learners. The primary purpose of traditional Education is to continue passing on those skills, facts, and moral and social standards that adults consider necessary for the next generation’s material advancement.
The aim/purpose of Education is to grow children into productive citizens who use their knowledge, talents, and learned skills to sustain themselves and help others while pushing the human race forward in areas of equality, equity, and harmony. (Bass, R.V., 1997).
However, the ontological basis of traditional education philosophy is built on Materialism. Materialism is a form of philosophical monism that holds that matter is the fundamental substance in nature and that all things, including mental states and consciousness, are results of material interactions of material things. (Eagleton, T., 2017)
The Limitations Of Education Philosophy Bulit On Materialism
Philosophical Materialism states that everything that genuinely exists is matter. Everything is material; thus, all phenomena we see result from material interactions. Materialism, in philosophy, is the view that all facts (including facts about the human mind and will and the course of human history) are causally dependent upon physical processes or even reducible to them.
On the contrary, the psychology of Materialism is “a value system preoccupied with possessions and the social image they project.” The research implies that Materialism, a trait that can plague both the poor and rich, is self-detrimental and socially destructive.
The Materialism Trap: How Chasing Possessions Can Lead to Unfulfillment. Materialism, often perpetuated by societal norms, can adversely impact our sense of fulfillment and the environment—the Materialistic philosophy of Education has reduced humans to material objects.
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Thomas Nagel has argued that Materialism cannot adequately explain life because it cannot explain the mind. Adequate explanations must imply that the phenomena they describe are merely chance occurrences but expected outcomes. (Mills, J., 2022).
Having or being marked by an interest in material possessions as opposed to intellectual or spiritual things, Thomas Nagel’s essay criticizes today’s world’s materialistic culture—mercenary, superficial, greedy, and desirous. Materialism refers to the view that nothing in the world or universe is not made from matter in some form or another.
Therefore, it can be understood to involve denying the existence of the immaterial soul. Man has three natures: the spirit, soul, and body. It is this tripartite nature of man that puts the animating seed in him. Man’s spirit connects him to the animating soul of the universe called God and to the rational nature, he called the soul.
(Thomas, A., 2015). Any education philosophy not built on man’s tripartite nature is incomplete and can never lead to fulfillment in life. In Christian theology, the tripartite view (trichotomy) holds that humankind is a composite of three distinct components: body, spirit, and soul.
This word strongly indicates that man is of three parts: spirit, soul, and body. As our innermost part, the spirit is the inner organ, possessing God-consciousness, that we may contact God (John 4:24; Rom. 1:9). The human spirit is the deepest part of a person. (McGrath, A.E., 2016).
The Education Of The Transpersonal Higher – Self -The Human Spirit.
The transpersonal has been defined as experiences in which the sense of identity or Self extends beyond (trans) the individual or personal to encompass broader aspects of humankind, life, psyche, or cosmos.
Transpersonal psychology investigates experiences that extend our awareness beyond (trans) our individual sense of embodied identity (personal). Such experiences can cause perceptual shifts in our worldview accompanied by emotions like awe, wonder, joy, and peace. The aims of the personal Self are egocentric.
To use Maslow’s terminology, they are directed to the satisfaction of needs or wants. The spiritual Self is outgoing and radiant; it needs and asks nothing from the outside.
On the other hand, the Transpersonal Self is motivated by abundant love, joy, and power, which radiate effortlessly through beingness and service to the planet. We can also experience the Transpersonal Self as a dynamic call to service and joyful participation in freely giving out of one’s abundance, which is a reward. (Friedman, H.L., 1983)
Traditionally, the Self has been equated with the ego and identity. The ego represents our conscious awareness of ourselves as separate individuals, while identity encompasses the various roles, characteristics, and beliefs that define us in relation to others. Traditional education philosophy only educates the ego.
However, the transpersonal education philosophy challenges this limited understanding and explores the Self beyond these conventional boundaries. Transpersonal psychology suggests that the Self extends beyond the ego, encompassing aspects of consciousness that transcend individual identity.
At the core of transpersonal education philosophy is the concept of self-transcendence. This refers to the experience of moving beyond the ordinary ego-bound sense of Self and connecting with a more expansive and universal aspect of consciousness. (Walach, H., 2005).
At the core of transpersonal education philosophy, spiritual awakening is a powerful catalyst for self-discovery and transformation within transpersonal psychology. It involves a profound shift in consciousness, accompanied by a deep sense of interconnectedness, meaning, and purpose. Spiritual awakening can awaken dormant aspects of the Self, leading to heightened self-awareness, compassion, and wisdom.
Transpersonal experiences transcend the individual ego and touch upon the realms of the transpersonal Self. These experiences may include moments of awe and wonder in nature, flow and peak performance, mystical experiences, and encounters with non-ordinary states of consciousness such as meditation, psychedelic journeys, or transcendent dreams. (Garcia-Romeu, A., 2010).
Educating the transpersonal Self can lead to profound self-realization and actualization. As we move beyond the constraints of the ego, we can discover our true nature and align with our highest potential. This process involves integrating various aspects of our being, embracing our strengths and weaknesses, and cultivating a deeper understanding of our authentic Self. (Moore, T.W., 1975).
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Conclusion on The Transpersonal Education Philosophy
In conclusion, transpersonal education philosophy offers a compelling exploration of the Self beyond the conventional understanding of ego and identity. By transcending our limited sense of Self, we open doors to profound personal growth, spiritual awakening, and interconnectedness with the world around us.
The concept of the Self in transpersonal Education emphasizes the transformative power of self-transcendence and the integration of various dimensions of our being. By embracing this expansive perspective, we can embark on a journey of self-discovery, healing, and realizing our true spiritual potential.
Reference list
Hartelius, G., Caplan, M. and Rardin, M.A., 2007. Transpersonal psychology: Defining the past, divining the future. The Humanistic Psychologist, 35(2), pp.135-160.
Rowe, N. and Braud, W., 2013. Transpersonal Education. The Wiley‐Blackwell Handbook of Transpersonal Psychology, pp.666-686.
Bass, R.V., 1997, June. The purpose of Education. In The Educational Forum (Vol. 61, No. 2, pp. 128-132). Taylor & Francis Group.
Eagleton, T., 2017. Materialism. Yale University Press.
Mills, J., 2022. A Critique of Materialism. In Psychoanalysis and the Mind-Body Problem (pp. 14-45). Routledge.
Thomas, A., 2015. Thomas Nagel. Routledge.
McGrath, A.E., 2016. Christian theology: An introduction. John Wiley & Sons.
Friedman, H.L., 1983. The self-expansive level form: A conceptualization and measurement of a transpersonal construct—the Journal of Transpersonal Psychology, 15(1), p.37.
Walach, H., 2005. Higher Self–Spark of the mind–Summit of the soul: Early history of an essential concept of transpersonal psychology in the West. International Journal of Transpersonal Studies, 24(1), p.4.
Garcia-Romeu, A., 2010. Self-transcendence as a measurable transpersonal construct. Journal of Transpersonal Psychology, 42(1), p.26.
Moore, T.W., 1975. Transpersonal Education: A preview. Journal of Education, 157(4), pp.24-39.
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