The Common Passion Children’s Program
is an educational and financial sponsorship program. The program’s mission
1. Develop and implement learning systems for children to understand and personally apply collective consciousness1 and its associated technologies.
2. Through the development and implementation process of this unique educational system, create a social media portal whereby individuals around the world in developed nations have an efficient means of financially supporting children’s education in developing nations.
This document outlines the program concept, overall scope and initial budget requirements, focusing primarily on Phase 1 of the project. More details will be provided in Phase 2.
Our greatest hope for an enlightened society lies with our children. It is incumbent upon mature and evolved adults to offer our children an alternative model of interconnectedness with each other, all life and the environment. This offering is not simply the product of our own struggles to cope in a rapidly changing world, but also the soulful imperative to help our children not forget the innocence and sense of interconnection with which they are born. This is the philosophical and spiritual basis for the Common Passion Children’s Program (CPCP), which is non-sectarian, non-denominational, and not connected with any political or religious organization.
Being a practical applier of seemingly abstract yet leading-edge consciousness-based technologies, Common Passion is also committed to the recognition and remediation of the inequity that exists in the world. Economically this may be experienced as the disparity between the “haves” and the “have nots”; between the so-called developing nations or third-world countries, and the developed nations. In our view, this is not simply the disparity between the quality of humans but rather an opportunity to level the playing field for the education of all the world’s children. The CPCP is meant to remedy this unfortunate inequity by creating a practical awareness of our interconnectedness while also providing an efficient means of equalizing the economic imbalance relative to opportunity for education that is present in the world today.
This may seem like a tall order, yet existing technology is already equalizing the playing field in many commercial and political arenas, so why not apply this remarkable technology in service to our children and their holistic education? That is what the CPCP will do.
Common Passion and its predecessor InfinityAffinity, have for 12 years engaged the word in large scale global meditation and prayer events based on the science of collective consciousness. Common Passion’s mission is to create social and environmental harmony through science-based applications of collective consciousness.
Common Passion, a California non-profit and 501(c)3 tax-exempt organization, is in a unique position to develop and implement a leading-edge children’s educational module relative to collective consciousness. Simultaneously, Common Passion’s existing socially networked web portal can easily provide a global platform for “people helping people,” with minimal administrative overhead, thereby increasing the generosity and sense interconnectedness essential for a program as expansive as the CPCP.
The program is being developed by experienced educators within the Common Passion core team as well as experienced educational consultants and advisors from diverse areas of education. The focus will be the delivery of progressive learning systems toward the understanding and real-life application of collective consciousness. These learning systems provide a unique opportunity to simultaneously implement the financial sponsorship aspects of the CPCP in a way that has not ever occurred before.
This section addresses both the educational as well as the financial sponsorship aspects of the CPCP development.
Education of Collective Consciousness.
Please review the definition and discussion of consciousness and collective consciousness in footnote 1.
In summary, our working definition of collective consciousness for the purpose of this program is:
A mode of awareness in which we directly experience, through an intuitive felt-sense, our union with the interconnected wholeness of life, and recognize ourselves in others. Our identity extends beyond our individual boundary and embraces the collective, through a free and conscious act of identification, rather than through definition by convention or external authority.
It should be further noted that there seems to be a property of collective consciousness related to coherence 2
, and through collective coherence, the ability to affect the material world 3
. This, ultimately, is the purpose of education of collective conscious, not just as an intellectual pursuit but the knowledge and application that collective coherence toward shared intention(s) can actually alter the material world in alignment with the nature of the shared intention. The profundity of this assertion cannot be underestimated, the discussion of which is beyond the scope of this document; however, acceptance of this basic assertion is necessary to grasp the significance of this program. It is strongly encouraged that reviewers of this program familiarize themselves with the article by Joseph R Giove, founder and executive director of Common Passion., entitled “Science, Spirituality and Peace
We believe that children are born with awareness of our interconnectedness that slowly erodes as they encounter the mundane world we adults grow accustomed to and accept as “reality.” Well-meaning adults indoctrinate children (including also ourselves when we were children) into the historical, consensus reality and sense of separation we know all too well. We/they internalize and then outwardly express this sense of separation in thought, word and act. In a nutshell, this is the mechanism for outwardly manifesting a distorted internal experience of our true, intrinsic nature of interconnectedness. This distortion is very likely a consequence of consciousness itself evolving rather than the result of a malevolent force within the consciousness field that desires such an outcome.
Given this inborn awareness, we respect that children have much to teach adults; therefore the development of our educational programs will be co-created with children. Through this collaboration we will create programs that strongly resonate with children and increase the likelihood of the program’s use and propagation.
Common Passion will collaborate with the very progressive and successful educational system or schools that model this educational system, which has hundreds of schools around the world. Initially we will co-develop the CPCP between a school in Guatemala and one in the San Francisco Bay area.
Subsequent iterations of the basic CPCP program will then be tailored to other public and private educational systems, including both sectarian and non-sectarian schools. This model of co-development between school systems in developing nations and developed nations will be maintained as the program expands into other ideologically- and theologically based educational systems, crossing these “borders” while also providing a framework for the expansion of the financial support model implemented simultaneously.
The completed program will employ a full range of media (print, film, electronic, web-based, interactive, physical activities, etc.) to deliver its lessons in the multiple “intelligences” 4 in which children learn. The emphasis will be on playful, practical and experiential expressions of interconnectedness relevant to the unique culture(s) being represented. Here are some examples of sub-modules that may be included in the core program. More details will be provided in Phase 2 of the CPCP.
º Ways of connection…more
º Synchronized prayers-mediations
º Sharing projects
º Joint projects field trips visiting sister schools
º How financial support affects each other…
A key component of the CPCP is its ability to teach about interconnectedness while also giving children and their families a way to connect remotely in very practical and crucially needed ways. One of the key ways will be families of children in developed nations financially sponsoring children in partnering schools in developing nations.
This aspect of the CPCP provides an ideal venue for solving the enormous problem of the disparity in educational opportunities around the world. While learning about oneness and interconnection, children can share in the experience of giving and receiving that can, through the efficient means the CPCP will provide, equalize this disparity. The web-based and offline CPCP systems will provide the means whereby children in third world countries can receive education and support in ways that would not exist otherwise.
Imagine a global social network like Facebook or MySpace where the purpose is education and financial support, where millions of people are supporting millions of others to fulfill their education, while all are learning about the indelible interconnectedness we share. In many countries, a mere $100 to $200 per month can provide a sound education for a child. Even though there are many fine organizations committed to and providing some level of educational support for those in need, the organization becomes the pass-through agent and is thereby limited in its capacity to expand. No such limit would exist with the CPCP. People would be helping people, and the administrative support would be minimal, providing the greatest efficiency of the donor’s money toward the education of the children in need. Remember, this financial support will be occurring as part of the learning program related to collective consciousness and interconnection.
The key to this successful implementation will be the Common Passion portal and it functionality to make efficient this process of people-to-people giving and socially-responsible social networking. The CPCP aspect of the Common Passion portal will offer multiple means of transferring funds between families, and the quality control and assurance will be through the schools selected to participate in the program, thereby minimizing operational and administrative overhead. While many programs have administration overheads in the 40 to 60% range and higher, it is anticipated that the CPCP will be able to implement this program with an operational overhead of 10 % to 15%, not counting development costs. Lower overhead means greater funds to those in need and greater generosity by those giving.
Project Phases and Budget
We know most about Phase 1, details of which are offered below. Subsequent phases will be known further by the development that occurs in the immediately prior phase, therefore only Phase 1 budget costs are fixed, and the others are budgetary.
Timeframe: 6 months
Cost: $60,000 US
Objectives and Deliverables:
1. Develop full scope and project management system
2. Survey existing field and learn what’s already being done.
3. Identify and qualify 4 participating schools, two from each country, initially the United States and Guatemala.
4. Develop educational team comprised of members from each school and the CP team
5. Interview parents, children and teachers to ascertain overall goals of the educational components and optimal teaching modes
6. Develop top-level structure of the components in the educational module
7. Determine plan and means of integration with existing school curriculum
8. Determine media and delivery modes for the lessons
9. Develop model and design for the financial exchange/social networking portal
10. Arrange a minimum of 20 financial sponsors
11. Develop project plan and budget for Phase 2
Timeframe: 6 months
Cost: $75,000 US (budgetary)
Objectives and Deliverables:
1. Develop Core Learning Modules in media formats prescribed in Phase 1
2. Test experientially, onsite and remotely, and revise as necessary the Core Learning Modules
3. Develop system for teachers, children and parents to offer feedback on experiences with the Core Learning Modules
4. Finalize Core Learning Modules
5. Develop and test financial exchange/social networking portal
6. Identify and qualify additional 4 participating schools, two from each country, in the United States and Guatemala.
7. Begin survey of subsequent countries and additional school systems to work with
8. Arrange a minimum of 50 financial sponsors
9. Develop project plan and budget for Phase 3
Cost: $150,000 US or more annually (budgetary)
Objectives and Deliverables:
1. Replicate Phase 2 with other schools in US and Guatemala; will require customization of learning modules
2. Replicate Phase 2 with other schools in other countries; will require customization of learning modules
3. Refine-expand financial exchange/social networking portal
CommonPassion Management and Scientific Team and Consultants
Footnotes & References
1. Collective Consciousness defined:
What Can Science Tell Us About Collective Consciousness?
by Robert Kenny, MBA
© 2004 Robert Kenny and Leaderful Teams Consulting
A Working Definition of Collective Consciousness
The circular ripples that radiate out from a pebble thrown into a pond can metaphorically represent our sense of ever widening identity. In Wilber’s 10-level model of consciousness, transpersonal development spans levels six through nine. I believe collective consciousness begins to emerge at level six. I define it as:
A mode of awareness, in which we directly experience, through an intuitive felt-sense, our union with the interconnected wholeness of life, and recognize ourselves in others. Our identity extends beyond our individual boundary and embraces the collective, through a free and conscious act of identification, rather than through definition by convention or external authority.
Once this awareness develops, individuals – because they now perceive themselves as mutually interdependent parts of a larger whole — develop an authentic, abiding and primary concern and care for common good and for the well being, health and productive functioning of the communities to which they belong (including organizations and, eventually, the global community).
Note that I am speaking about a mode of awareness that may exist in an individual, not a collective. The phrase, “group mind”, that is sometimes used to refer to collective consciousness, gives the impression that a new mind and, therefore, consciousness emerges as a collective entity, a position that is speculative at present.27
I am therefore simply holding for now that the reported experience of connection, of communion, and of direct apprehension of the thoughts and feelings of others is due to some form of invisible interaction between the members of a group.
2. Coherence: “It (coherence) is the harmonious flow of information, cooperation, and order among the subsystems of a larger system that allows for the emergence of more complex functions.” 2003, Rollin McCraty, PhD.
4. Multiple Intelligences:
Multiple Intelligences is a theory developed by Harvard Professor, Howard Gardner, in the 80s, to explain how we learn individually– not all of us absorb information in the same way.
Here is a summary found in his book “Intelligence Reframed: Multiple Intelligences for the 21st Century” (1999, pgs 41-43):
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner’s words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.
Bodily-kinesthetic intelligence entails the potential of using one’s whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. Artists, chess players, and airline pilots need to have strong spatial intelligence.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one’s feelings, fears and motivations. In Howard Gardner’s view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.
Naturalistic intelligence able to understand the natural world (plants, animals, and scientific studies)
and interact effectively with other creatures and discern patterns of Life and natural Life force.