Master of Arts in Consciousness Studies and Transpersonal Psychology


"Transpersonal Psychology is concerned with the study of humanity's highest potential, and with the recognition, understanding, and realization of unitive, spiritual, and transcendent states of consciousness”. --Lajoie, D. H. & Shapiro, S. I., 1992

 “Transpersonal psychologists attempt to integrate timeless wisdom with modern Western psychology and translate spiritual principles into scientifically grounded, contemporary language. Transpersonal psychology addresses the full spectrum of human psychospiritual development – from our deepest wounds and needs, to the existential crisis of the human being, to the most transcendent capacities of our consciousness”.--Caplan M., 2009

“The importance of consciousness (and under many respects even its existence) have been denied for centuries by science, due to its materialistic and reductionistic assumptions. This blindness affected also psychology, whose most influential currents considered consciousness unnecessary for explaining human behavior and, even worse, labelled as unscientific those who tried to study it. This dogmatic belief has produced very negative consequences not only on the development of science but also on the health of individuals and societies.”--Cheli E., 2010

In the last few decades, interest in consciousness and related phenomena has significantly increased, thanks to several relevant changes in science and culture. Nonetheless, at most universities Consciousness Studies and Transpersonal Psychology are still considered naive and unscientific fields of inquiry. At The Graduate Institute, the influence of consciousness and transpersonal phenomena have been core areas of study since the Institute’s founding, and inspire several programs of study, the leading of which is the Master of Arts in Consciousness Studies and Transpersonal Psychology.

  • Overview
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The Master of Arts in Consciousness Studies and Transpersonal Psychology is a 36-credit degree program that explores the nature, role, and development of human consciousness and transpersonal phenomena. What makes this program unique is that we have holistically integrated different perspectives into the coursework - psychological and spiritual, western and eastern, epistemological and clinical.


Students are first introduced to the historical origins and the theoretical and methodological foundations of Transpersonal Psychology. We then examine diverse theories and concepts concerning the structures and states of consciousness and the processes that may lead to transpersonal phenomena such as awakening, enlightenment, and unity consciousness. As a hands on exercise, students themselves will engage with meditation and somatic-awareness practices aimed at re-establishing the unity of mind-body consciousness. Through these practices students will learn to access their own intuition and embodied wisdom, as well as gaining transpersonal insights. Practices of mindfulness and presence are cornerstones of the program.

This program offers the foundation for discovery and empowerment that leads to greater fulfillment, purpose, and effectiveness in students' personal and professional lives as well as in their clients’.

The Master of Arts Degree program in Consciousness Studies and Transpersonal Psychology has three major components:

First, students explore the nature of reality from scientific, philosophical, and psychological point of views, with an emphasis on the oneness of the universe and the inter-connectedness of life, creativity, synchronicity, and flow. As part of this exploration they will compare and integrate the official scientific paradigm (essentially mechanistic and reductionistic) with the emerging holistic-systemic paradigm. Coming out of this, students will also discover that on a smaller scale there are cultural and psychological equivalents of these two macroscopic paradigms which also need to be integrated.

In the second component students examine the awakening and transformation of consciousness into higher stages and states of development. This includes studying the theoretical framework of selected authors - Jung, Assagioli, Maslow, Grof, Tart, Wilber, Washburn, Loevinger and others. Students also examine the many different factors which can produce such awakening – from a serious illness to a sudden mourning, from an existential crisis to a deliberate pathway of awareness. In this respect students will learn practices that help bring forth awakening and will develop their corporeal, emotional, cognitive, and spiritual awareness. This is achieved through exercises in meditation, somatic awareness, self-observation and dialogue. They also learn how to face any negative side effects that such a transformation can produce when it happens to an unprepared individual and/or in a social world that is very skeptical and even scared by transpersonal phenomena and non ordinary states of consciousness.

Finally, the program brings these two components together to focus on how to help unaware (and thereby unhealthy and unhappy) individuals awaken from their sleeping consciousness. Students in our program are prepared to assist these individuals who are beginning to discover and develop their hidden talents and life purposes. For those students who wish to pursue the Transformative Coaching elective course, the program also enables the application of coursework into the development of an effective coaching practice specifically addressed to personal and transpersonal development. For those students who are more interested in collective issues like ecology, sustainability and social justice, the program offers an elective course in Creativity and Consciousness which focuses on the importance of art and creativity as means to awaken sleeping individuals and humanity as a whole.

The programs is addressed to:

  • Women and men who are seeking a fulfilling and empowering profession in the fields of psychology, personal development, spiritual growth.
  • Healthcare professionals (counselors, psychologists, psychiatrists, alternative practitioners, nurses, physicians, etc.) who wish to expand the boundaries of their professional knowledge and skills to encompass such issues as altered states of consciousness, spiritual/mystic experiences, and personal/transpersonal development.
  • Life coaches, business leaders, and organizational developers who wish to enhance their profession with powerful psychological and transformational theories and tools.
  • Teachers and educators who have a holistic conception of education and would like to help students develop not only their knowledge but also their concept of being a whole person, full of self-awareness and life skills.


It is worth noting that Transpersonal Psychology focuses more on personal and transpersonal/spiritual development than in curing diseases, thereby applying coaching methods and tools more so than counseling or psychotherapeutic ones. For this reason, the program incorporates an elective 4 credits course in “Transformative Coaching for Personal/Transpersonal Development” accredited by the ICF (International Coach Federation). Completion of this elective course grants students eligibility to apply for the Associate Certified Coach Credential conferred by ICF. Those students who are not interested in coaching as a profession can chose an alternative elective course.


This program does not prepare students to become licensed psychology professionals. However, some students may use the program’s content in free-lance professions (e.g. coaching) focused on enhancing personal and transpersonal/spiritual development. Other students may use the program as a way to better understand themselves and manage their personal growth. Some will use the program as a first step to clarify their interest in Psychology and move toward a master’s or doctoral program in other psychological fields as social work, marriage and family therapy or counseling psychology at another institute of higher education.

Classes in the MA in Consciousness Studies and Transpersonal Psychology meet on-site four or five long weekends per year (Fri-Sun) for a period of 24 months, plus one full week in each of two summers. Optional live teleclasses occur in the months when the cohort is not meeting. In addition, students engage in a 90-hour mentorship to acquire hands-on learning and experience outside of the classroom.

The MA program utilizes an integrated curriculum, where course content is delivered holistically across each of the program’s class sessions.

Courses and Descriptions (36 credits)

CS 511 Transpersonal Psychology - 2 credits

This course illustrates the historical origins and the theoretical and methodological foundations of Transpersonal Psychology, showing how this approach emerged (together with humanistic psychology) as an alternative to the two dominant currents in psychology at the time – behaviorism and psychoanalysis – which, although different in many respects, are quite similar in neglecting the psychological relevance of human aspects such as values, affections, motivations, intentionality, consciousness, transcendence and the search for the meaning of life.

Students will also be introduced to the foundational concepts and assumptions within these branches of Psychology, extending from human potential to human needs, from motivations to self-actualization, from states of consciousness to stages of development, from transcendence to transpersonality. Particular emphasis will be given to the interrelated constructs of multiple personality and sub-personality (as espoused by authors such as C.G. Jung, R. Assagioli, H. Stone and S. Stone and others), and to adult personal and transpersonal development (as espoused by authors such as E. Erikson, J. Loevinger, S. Cook-Greuter and others).

CS 501: Stages and States of Consciousness: Catalyzing Adult Developmental Growth - 3 credits

This course provides students with a basic introduction to human consciousness and the nature of its evolutionary transformation. Models of adult development and transformation continue to evolve, and students learn the foundations and current issues of this discussion. Models include Ken Wilber's Integral AQAL model, Robert Kegan's constructive-developmental theory model, and the models of development designed and promulgated by Susanne Cook-Greuter, Bill Torbert, and Jenny Wade. Students study methods of catalyzing their own developmental growth and that of others.

CS 502: Consciousness, Beliefs and Intentions - 2 credits

The study of the nature of beliefs and how they can be empowering in manifesting a vision and life purpose is the subject of this course. Students first identify and explore paradigms of consciousness and beliefs that have influenced the development of Western civilization from the Classical (Greek) period to postmodern societies. The dialectic between the Cartesian-Kantian assumptions underlying the dualistic, dis-enchanted, flatland modern mind, and the Neoplatonic-Hegelian-Jungian depth psychological assumptions of a unitive, participatory, co-creative universe is explored and seen as a major source of societal cognitive dissonance. The nature of a participatory universe is examined from the perspective of intention and manifestation of individual and collective visions, missions, and life purposes. Important to making powerful intentions is an understanding of the principles of manifestation, which include understanding the role of emotional states. Students learn to apply these principles to bring conscious awareness to hidden beliefs and underlying assumptions while leading their clients to higher vibrational levels, thereby co-creating powerful intentions and desired manifestations.

CS 503: Epistemology of the New Paradigm: Information Fields, Extraordinary Knowing, and Organizational Change - 4 credits

Epistemological and ontological reality is explored, beginning with a philosophical inquiry into the relationship between consciousness and matter, noting the worldviews of dualism, materialism, idealism and pansychism. Panpsychism is then related to the process philosophy of A.N. Whitehead, and how it in turn relates to quantum mechanics. The course also explores the principles of self-organization, chaos, complexity and holism, and their implications on culture and society. Particular note is made of the transition from a Newtonian, deterministic, clockwork universe to a profoundly uncertain and relativistic universe. Students are also exposed to the study of new sciences through inquiry into Rupert Sheldrake’s morphic resonance theory, David Bohm’s implicate order theory, Ervin Laszlo’s quantum vacuum field and information theory, and the holographic universe theory. The phenomenon of synchronicity is of particular relevance to this study. Students explore the impact of these new sciences on leadership, organizational change, and extraordinary ways of knowing.

CS 504: Somatic Awareness and Embodied Wisdom: Mindfulness and Presence - 3 credits

This course includes the study of the interrelatedness of the physical body and consciousness. An important extended capacity is that of the ineffable quality of presence. Presence is developed through somatic awareness, centering and self-observation. Students practice somatic awareness through listening to their bodies, engaging in body scans and meditating with the body. The role of martial arts in a body-mind-heart practice provides a deep understanding of presence-based movements and interactions. Learning to listen with an integrated body-mind-heart is essential in the development of trust and intimacy when co-creating a relationship. These practices quiet the mind allowing access to one’s inner embodied wisdom, authenticity and intuition.

CS 505: Creativity and Consciousness (elective) - 4 credits

This course explores the arts for the access they provide to broad realms of consciousness. Light, rhythm, and form, as expressed in art, music and dance are considered for their value in generating meaning through intuitive, emotional, aesthetic, and somatic interactions. Students examine prominent art of both ancient and contemporary cultures as a means of analyzing the evolution of human consciousness. In addition, creativity, in all of its forms, is investigated from the perspective of overcoming obstacles to the expression of one's own authentic voice. Twyla Tharp's complex thesis of the creative habit speaks to the need for both inspiration and discipline to make creativity part of one's everyday life. Students also learn and experience Mihaly Csikszentmihalyi's positive state of consciousness he named "flow," a state in which people experience deep enjoyment, creativity and a total involvement with life. Exercises that allow for the expression of the creative self in a state of flow are included.

CS 506: Psychospiritual Traditions - 4 credits

This course examines core principles of transformation within the context of psychological and psychospiritual development. Students undertake intensive research from indigenous wisdom traditions to the esoteric schools of Gnosticism, Hermeticism, Neoplatonism, and Kabbalah to the contemporary spirituality of American Buddhism, Advaita Vedanta (nonduality), and Wilber’s Integral Spirituality. States of consciousness as described in the Wilber-Combs matrix are explored, along with experiential practices to develop inner awareness and growth. Students engage in the Jungian psychospiritual practices of active imagination and shadow work with implications for their own self-development. Finally, the importance of “letting go,” and the development of the “unconditioned mind” are explored. Students continue to learn techniques for cultivating mindfulness and presence in light of these psychospiritual traditions.

CS 508: Personalized Learning and Guided Mentorship Experience - 3 credits

One of the most successful and time-honored methods of learning involves direct interaction between a master and apprentice in a specific field. The experience of mentoring occurs when a notable senior of goodwill and expertise agrees to shepherd and support a junior in the various processes that facilitate learning. Mentoring provides learners the opportunity to observe the behaviors, skills, and accomplishments of experienced professionals. In a personal learning environment, mentors and learners often develop distinctive relationships that promote understanding, enable meaningful dialogues, and enhance success and competency. In contemporary parlance, the mentoring process embraces the functions often referred to in terms of coaching, apprenticing, interning, and guiding. Mentors provide program participants a valuable training support system that enables personal and professional growth and development. They are chosen on the basis of their insight, generosity, expertise, communication skills, resources, and intellectual and cultural strength.

Through the experiential processes that constitute the mentorship experience, students develop personal resources and create dynamic pathways for fostering critical thinking, self-analysis, and innovation. The mentorship provides each student a solid foundation for learning that is built upon meaningful one-on-one interaction with a chosen thinker or practitioner. In the mentorship program, students design and engage in a unique learning experience that transforms theoretical knowing into functional applications. The process affords students the opportunity to extend their academic research and explore authentic venues for the pursuit and execution of their ideas. In so doing, the mentoring experience provides valuable resources for the research and execution of the Culminating Project.

 

PP 501: Introduction to Positive Psychology - 1 credit

This course provides an overview of the historical, philosophical and theoretical foundations of Positive Psychology, with particular emphasis on its humanistic roots. The course outlines the origins, purposes and characteristics of Positive Psychology, focusing on series of shifts that have occurred in the last 2-3 decades: from focusing on cure to focusing on care; from focusing on health to focusing on wellbeing; and from focusing on wellbeing to focusing on happiness. Program participants will be introduced to selected model frameworks that make up the foundation of Positive Psychology, clarifying the fundamental difference between edhonic and eudemonic conceptions of happiness. Students will also be introduced to the strengths and limitations of Positive Psychology, encompassing it in the wider framework of Integrative Psychology.

PP 502: Introduction to Holism and Holistic Psychology - 2 credits

This course is an introduction to the view that posits an open and inclusive (i.e., Holistic) vision of the world as being the most meaningful and effective framework for accessing emotional wellbeing and happiness. Course content includes a review of the current, dominant, scientific paradigm of fragmentation, materialism and reductionism, and delineates the epistemological and ethical limitations this approach engenders. Selected holistic frameworks and concepts will be applied to the field of human health, starting with the World Health Organization’s concept of health as a state of full physical, mental and social wellbeing, and moving to the holistic conception of the human being as an interconnected network of physical, emotional, mental, energetic and spiritual dimensions. Program participants will also be introduced to selected research and theories in biomedical sciences, neurosciences and psychology that demonstrate a powerful holistic relevance (i.e., from psycho-neuro-endocrine-immunology to triune brain theory and brain hemispheres research; from integrative psychology to holistic and integral psychology). Program participants will also be oriented to the contributions of alternative medicine (homeopathy, acupuncture, ayurveda etc.) whose clinical evidence is compelling and very meaningful. Lastly, the application of a holistic approach is applied to the developmental process of deep human awareness, highlighting a circular connection between scientific evolution and personal development, which implies that changing the paradigm requires changing ourselves (and vice versa).

PP 504: Models, Concepts and Tools of Positive Psychology - 2 credits

This course is grounded in Positive Psychology’s basic assumption that wellbeing and health can be obtained not only by curing diseases, but also by identifying, developing and addressing unexploited resources already present in individuals, groups and organizations. The overarching goal is to clarify the distinctions between reducing diseases and improving wellbeing, and to understand how to attain this improvement by developing metacognitive and psycho-social skills of interaction. The course introduces students to selected skills which have been proven by empirical research to be most conducive for promoting wellbeing and happiness: (i.e. Self-awareness, Resilience, Self-efficacy, Optimism, Hope, Courage, Wisdom, Inner harmony, Assertiveness). Students will also be introduced to the interrelated topics of flow experiences, expanded states of consciousness, transcendence and self-realization, and to those methods and techniques that facilitate the attainment of such states. Course content includes basic information and techniques on how to process “negative” emotions (i.e., anger, sadness, fear, guilt, shame, embarrassment etc.) as well as positive emotions such as love, joy, and gratitude. Students will also engage in mindfulness, meditation and yoga exercises addressed to develop the non-judgmental (first “witness”) capacity that is essential for creating and sustaining emotional wellbeing and happiness.

PP 506: Positive Self-Realization and Transcendence - 2 credits

Based on the humanistic psychology concept of self-actualization, and grounded in Maslow’s Theory of Needs, this course promulgates self-realization as an indispensable requirement for wellbeing and happiness in both edhonic and eudamonic models. The overarching goal of the course is to enable program participants to understand the distinctions between becoming someone and realizing oneself, i.e. from the common meaning of self-realization (i.e., socioeconomic attainment) and the humanistic psychology meaning (i.e., focused on human potential development). Students will be introduced to the concepts of false self and true self, and to the theories of selected authors who have studied the psycho-pathogenic role of personality distortions. Program participants will also be provided an overview of the personal development process, and to the related theories. Course content will include an overview of two fundamental factors for self-realization: a) self-awareness as an indispensable tool for discovering one’s own talents and potential; and b) unconditional self-acceptance as an indispensable condition for allowing oneself to develop those talents and potential. In essence, the course will orient students to effective techniques for facilitating the discovery of one’s own talents and potential, and for identifying and transforming any irrational beliefs that may limit or hinder development.

CS 510 Transformative Coaching for Personal/Transpersonal Development (elective) - 4 credits

This course integrates selected adult developmental growth theories (explored in previous courses of the program) with a robust coaching methodology. The purpose of this course is to provide the aspiring coach with theoretical and practical tools to facilitate the unfolding of the client’s own inner strengths and potential and, thus, enhance the client’s performance and attainment of his/her personal goals.

The course content is accredited by the ICF (International Coach Federation) and incorporates its Core Competencies, with special attention given to standards-based practices. In this regard students will be introduced to the four cornerstones of coaching - people are naturally creative; all parts of a client are welcome; the client sets the agenda; coaching focuses on the client not the problem. They will learn and practice how to listen, to design and ask powerful questions, and to outline a basic coaching session, including establishing the coaching agreement, establishing trust, maintaining presence, and practicing direct communication.

Students will also learn how to:

  • Help the client to welcome the inner “protectors” that have reservations about change
  • Connect clients to their vision
  • Set a resonant goal that draws the client into their vision
  • Uncover what is “getting in the way” of manifesting the vision

A core content unit of this course focuses on the concept of perspective change and its transformative power, introducing students to techniques specifically designed for helping clients explore multiple perspectives on inner and outer reality. Another relevant content unit focuses on self-acceptance and, more specifically, how can we help the client accepting himself as he is and thus giving himself permission to honor and actualize his potentials.

CS 509: Culminating Action Research Project in Consciousness Studies - 4 credits

The Culminating Project is an action-based research inquiry or meta-analysis intended to correlate with the mentorship experience. It is a student-driven initiative that is supported by educative feedback provided by the Program Coordinator. The Culminating Project constitutes the final course of the Consciousness Studies program. It represents three credits of independent research in a field or subject of personal interest that has emerged during the course of academic study.

The Culminating Project provides students the opportunity to refine and demonstrate their understanding of a particular area related to the evolutionary transformation of consciousness, to explore in detail a specific topic, and to exemplify their knowledge, ability and skills as independent researchers. Students complete a comprehensive report at the level of sophistication and efficacy of a Master’s thesis that establishes a foundation of knowledge, documents their research, presents an overview of findings, analyzes and synthesizes perspectives and interpretations, evaluates the learning process, and proposes outcomes and conclusions. The Culminating Project also serves as the basis for group dialogue, as each student formally presents his or her report to the cohort. Successful completion of the Culminating Project confirms learning throughout the Consciousness Studies program in accord with the program’s mission and goals.

  

   Full course descriptions are available in our Catalog of Programs.

The faculty for the MA in Consciousness Studies and Transpersonal Psychology is comprised of leading psychologists, educators, authors, coaches, practitioners, and theorists from across the globe. 

Core Faculty

  Allan Combs, PhD
Academic Co-Director

combs@learn.edu 
Biography

Allan Combs is a Professor of Transformative Studies at the California Institute of Integral Studies. His background is in consciousness studies, neuropsychology, and systems science. He also holds appointments at the Saybrook Graduate School and the Assisi Conferences, and is Professor Emeritus at the University of North Carolina-Asheville. Allan is author of over fifty articles, chapters, and books on consciousness and the brain, including The Radiance of Being (2ed): Understanding the Grand Integral Vision; Living the Integral Life, winner of the best-book award of the Scientific and Medical Network of the UK, with a foreword by Ken Wilber; Changing Visions: Human Cognitive Maps Past, Present, and Future, with Ervin Laszlo, Vilmos Csanyi, and Robert Artigiani; Chaos Theory in Psychology and the Life Sciences, edited with Robin Robertson; Nonlinear Dynamics in Human Behavior, edited with William Sulis; Synchronicity: Through the Eyes of Science, Myth, and the Trickster with Mark Holland; and Mind in Time: The Dynamics of Thought, Reality, and Consciousness, with Mark Germine and Ben Geortzel. He is co-founder of the Integral Foundation and The Society for Chaos Theory in Psychology and the Life Sciences, Co-Editor of the Journal of Conscious Evolution, Associate Editor of Dynamical Psychology, and serves on the Editorial Board of Science & Consciousness Review. He was the winner of the 2002-2003 National Teaching Award of the Association of Graduate Liberal Studies Programs, and in the same year the held the UNCA Honorary Ruth and Leon Feldman Professorship. He holds a Ph.D. in Biopsychology from the University of Georgia. Visit his website at sourceintegralis.org.


  Charles H. Silverstein, PhD
Academic Co-Director and Program Coordinator

silverstein@learn.edu
Biography

Charles H. Silverstein is dedicated to pursuing his deep interest in personal transformation, alternative healing, and the relationship between science and spirituality. He holds an MA degree in Conscious Evolution from TGI, and a PhD in Transformative Studies from the California Institute of Integral Studies. His research interests included higher stages of adult development, transformative practices, spiritual development and personal growth with an emphasis on meditative practices and somatic awareness. He had a 20-year career as an investment analyst and portfolio manager for a large institutional investment company, and was an educator in the fields of science and mathematics.


    Enrico Cheli, Psy.D.
Biography

Enrico Cheli, an Italian psychologist and sociologist, is professor at the University of Siena (Tuscany, Italy) and at The Graduate Institute (CT, USA). His main area of interest is personal and transpersonal development and in this regard he has studied, practiced and integrated many western and eastern psychological and psychospiritual approaches, applying them in coaching, counseling, therapy and teaching settings. A staunch supporter of the holistic systemic perspective, he is very committed in building “bridges” between human beings, cultural systems and scientific disciplines. At the University of Siena he was founding Chair of numerous interdisciplinary Ph.D., Master and Certificate programs on topics such as: Peace Studies and Conflict Resolution; Integrative Counseling; Emotional Intelligence and Interpersonal Relations. At The Graduate Institute he is Professor of Transpersonal Psychology; Positive Psychology; Holistic Psychology. He also serves as Chair of the Board of Trustees. He has authored hundreds of articles and 27 books and is considered one of the leading European experts in the domains of Personal/Transpersonal Development, Integrative Psychology, Holistic Health and Interpersonal  Relationships.

Website: www.enricocheli.com


    Cristina Antoniazzi, MS 
Biography

Christina Antoniazzi, an Italian counselor, is an adjunct professor at the University of Siena (Tuscany, Italy) and at The Graduate Institute (CT, USA).  She has a BA in Physical education, a BS+MS in Psychology, and holds certificates in Interpersonal Communication and Relationships, in Holistic Psychosomatics, and in Holistic Transpersonal Psychology. Additionally, Cristina has attended courses and workshops on: Primal Therapy, Who is In; Conscious Dying; Inner Judge; Enneagram. She has been practicing Hatha yoga, Raja yoga and vipassana meditation for many years. At the University of Siena she taught Relational Counseling and Psychology of Interpersonal Relationships; at The Graduate Institute she teaches: Holistic Psychology; Positive Self-Realization and Transcendence. She also offers courses and workshops on psychosomatics, emotional release, enneagram, meditation, interpersonal relationships.

Website: www.holiversity.com

  Guthrie Sayen, PhD, PCC 
Coach Trainer
Biography

Guthrie Sayen serves on the faculty for Coaching for Transformation, an ICF-accredited coaching school, as well as the True Purpose Institute, a global organization that develops change agents, messengers, and visionaries. He is a Professional Certified Coach through the International Coach Federation (ICF) and is the creator and leader of many workshops, trainings, and groups designed to foster personal and spiritual evolution. Guthrie is trained in Voice Dialogue, Active Imagination, Psychosynthesis, Four Archetypes Coaching, Lucid Living, and Co-Active Leadership. He holds a PhD from the University of Connecticut and previously worked as a university professor. Visit his website at bridgetothedivine.com.


Visiting Faculty

  Hynmoon Kim, PhD
Biography

In 1968, Taoist hermit Be-Kyung left SunDo mountain practice and began teaching SunDo in Seoul, South Korea. In 1979, after training with Be-Kyung for many years, Hyunmoon Kim brought SunDo, a Taoist practice to the West. Since his arrival, Master
Kim has been teaching SunDo in the US, Canada and Europe. A PhD graduate of Philosophy in Human Science, Master Kim integrates contemporary western psychology with ancient eastern wisdom to teach the principles of SunDo-Taoism.

  Susanne Cook-Greuter, EdD
Biography

Dr. Susanne Cook-Greuter is Co-Founder and Chief Wisdom Officer of the Center for Leadership Maturity, a Consulting, Coaching, Testing and Research Enterprise dedicated to facilitating Vertical Development in individuals and systems. She is a founding member of Ken Wilber's Integral Institute in Denver, Colorado. She presents and co-facilitates at conferences all over the world. Her work is referenced by Ken Wilber in many of his works, pointing to the sophisticated theory of mature adult development and the MAP instrument that Susanne created based on Loevinger’s model. Susanne is an internationally known authority on adult development and travels globally to share her insights and to train professionals in applying ego and leadership development theory to self, teams, and systems.

Susanne also coaches individuals in self-understanding, self-acceptance, and personal growth. She uses Clean Language, NLP, meditation, polarity thinking, and positive psychology in her coaching toolkit along with a deep knowledge of human suffering and yearning. She helps people say “yes to life!” She continues her research and, together with Beena, she consults with organizations and projects in using the LMF framework and the MAP for leadership development. Susanne has a doctorate from Harvard University. Her thesis, Post-autonomous Ego Development, is a landmark study in the characteristics and assessment of highly developed and influential leaders.

  Terry Mollner, EdD
Biography

Terry Mollner is one of the pioneers of socially responsible investing as a new asset class in the professional investment community. He is a founder and member of the board of the Calvert Family of Socially Responsible Investment Funds, the largest such family of funds with over $7 billion under management.

Dr. Mollner is also the Founder and President of Trusteeship Institute, Inc., a think tank and consulting firm in economic and social development. In existence since 1973, its current focus is on the development of “common good corporations.” These are business corporations where the highest priority is the common good of humanity and nature. This is evidenced by operating as socially responsible companies and having a cap on the return to equity investors based on the risk level of the investment. All excess profit above this each year will be permanently set aside and managed forever for the common good by the company. He believes this is the next stage in the evolution of capitalism.

He also stepped in to keep Ben & Jerry’s Homemade, Inc. from being bought by Nestle and eventually facilitated the company being bought by Unilever, his minority partner in the earlier negotiations. Unilever, a very socially responsible multinational, agreed to keep the board of directors in perpetuity by contract and all the social agreements agreed to in the previous negotiations. He now sits on that board which has primary responsibility for the social mission and brand integrity of Ben & Jerry’s.

He is the author of several books and articles and is currently working on a book entitled The Love Skill: It Determines How We Experience Everything Else.To read more about Terry, visit his personal site.

 

Henry Grayson, PhD

Biography

Dr. Grayson is on the cutting edge of mind/body/spirit psychology He received his Ph.D. in psychology from Boston University and a 4 year post-doctoral certificate psychotherapy and psychoanalysis from the Postgraduate Center for Mental Health. He has studied neuropsychology, most of the major psychotherapies, the new power therapies (EFT, EMDR, etc.), quantum physics and Eastern and Western spiritual philosophies.

This rich background led him to his work in scientifically & spiritually based mindbody energy psychology and his creation of Synergetic Therapy. (working together : cooperating)

He is the Founder and Chairman Emeritus of the Board of Trustees of the National Institute for the Psychotherapies, a leading postgraduate training Institute in New York and the the Institute for Synergetic Therapy. In addition, he is the Co-Chairman of the medical PTSD Division of the Stand for The Troops Foundation.
Dr. Grayson has been lecturing, teaching and providing professional training for over 30 years.

 

 

Tuition and Fees

Tuition for Master of Arts Degree Programs

Total tuition for each 36-credit MA program is $15,408, at $428 per credit. A one-time, non-refundable, application fee of $60 – and a program fee of $385 – are also required. The graduation fee is $90.

After paying the application fee of $60, MA students pay a deposit of $483 upon acceptance or conditional acceptance to the program. Students then make 20 monthly payments of $770, which includes the program fee of $385 and the graduation fee of $90. The total of all tuition and fees is $15,943.

Tuition for Certificate Programs

Tuition for certificate programs is $428 per credit. A one-time, non-refundable, application fee of $60 – and a program fee of $195 – are also required. The graduation fee is $90.

After paying the $60 Application fee, Certificate students pay as follows:

12-Credit Certificate Program students pay a deposit of $521 upon acceptance or conditional acceptance to the program. Students then make 7 monthly payments of $700, which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $5,481. If the student decides to matriculate to an MA program, the student will pay $1,222 in the 8th month, followed by 12 monthly payments of $770. (Certificates in Ecotherapy, Applied Storytelling, and Positive Psychology)

11-Credit Certificate Program students pay a deposit of $793 upon acceptance or conditional acceptance to the program. Students then make 6 monthly payments of $700 which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $5,053. If the student decides to matriculate to an MA program, the student will pay $880 in the 7th month, followed by 13 monthly payments of $770. (Certificate in Integrative Energy and Eastern Medicine)

9-Credit Certificate Program students pay a deposit of $637 upon acceptance or conditional acceptance to the program. Students then make 5 monthly payments of $700 which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $4,197. If the student decides to matriculate to an MA program, the student will pay $966 in the 6th month, followed by 14 monthly payments of $770. (Certificate in Integrative Health and Healing)

6-Credit Certificate Program students pay a deposit of $753 upon acceptance or conditional acceptance to the program. Students then make 3 monthly payments of $700 which includes the program fee of $195 and the graduation fee of $90. The total of all tuition and fees is $2,913. If the student decides to matriculate to an MA program, the student will pay $710 in the 4th month, followed by 16 monthly payments of $770. (Certificate in Consciousness, Transformation and Mindfulness)

Tuition for Coaching Program

Tuition for the Transformative Coaching program is $ 3,168 which includes three one-on-one mentor coaching sessions with Guthrie Sayen, PCC. 

A one-time, non-refundable, application fee of $60 is also required. 

Students pay a deposit of $918 after acceptance to the program. Students then make 3 monthly payments of $750.

In addition, Non-TGI costs associated with the acquisition of the ICF ACC coaching credential are:

  ICF membership dues paid directly to the ICF $245
  ICF exam fee, member rate, paid directly to the ICF $300

NOTE: Admission to the Transformative Coach Training program only requires a completed Application form, the application fee of $60, and Proof of Immunization.

Acceptable Forms of Payment 

Payment may be made by check or money order (payable to The Graduate Institute), or online payments can be made using credit or debit cards through PayPal. Please click here for more information on making a PayPal tuition payment.

Admission: Acceptance and Conditional Acceptance 

Please see Admissions section for complete information about Admission requirements.

Students are given Conditional Acceptance after they have submitted their application, paid the application fee and submitted a resume, CV, or employment and educational history. 

 

 

 

Enrollment Dates

All of The Graduate Institute's programs operate via a cohort model, which means you will join a group of approximately 12-15 students and complete the entire program of study as a cohesive learning community. We are continually starting new cohorts as existing cohorts become filled. 

Most of our programs begin in the fall (September/October), although certain Master of Arts degrees and certificate programs are also available in the spring (April/May) of each year. Please check back frequently for new cohort start dates.

The dates listed below reflect the current cohorts that are available for each of our programs. If you have any questions about admission to a particular program, please contact Admissions at (203) 874-4252, or email admissions@learn.edu.

To fill out an inquiry form: Click Here

Master of Arts Degrees and Certificates in Emerging Fields of Inquiry:

MA Programs First Session Apply By Link to Schedule
Writing and Oral Traditions May 26 - 27, 2017  Call! Link to Full Class Schedule
Integrative Health and Healing June 9 - 10, 2017 Call! Link to Full Class Schedule
Consciousness Studies & Transpersonal Psychology June 9 - 11, 2017 Call! Link to Full Class Schedule
Organizational Leadership Aug. 18 - 20, 2017 July 1, 2017 Link to Full Class Schedule
Learning and Thinking - Bethany Oct. 20-21,2017 Sept. 15, 2017  
Learning and Thinking - Middletown Oct. 27-28, 2017 Sept 15, 2017  
       
Certificate Programs      
Positive PsychologyEmotional Wellbeing and Happiness June 2 - 4, 2017 Call! Link to Full Class Schedule 
Applied Storytelling May 26 - 27, 2017 Call! Link to Full Class Schedule
Integrative Health and Healing May 19 - 21, 2017 Call! Link to Full Class Schedule
Energy and Eastern Medicine Sept. 15 - 16, 2017 Aug. 1, 2017 Link to Full Class Schedule
Ecotherapy and Cultural Sustainability June 23-25, 2017 Call! Link to Full Class Schedule
       
Non-Credit Program      
Transformative Coach Training - ICF Approved Sept. 15 - 17, 2017 August 1, 2017 Link to Full Class Schedule and Details


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Student Loan Opportunities

Students may apply for Connecticut state loans through the Connecticut Higher Education Supplemental Loan Authority (CHESLA), which offers low-fixed-interest-rate loans, with no application fees. Applicants – or co-applicants, if any – must have a minimum $20,000 gross annual income, and monthly loan installment payments must amount to 40% or less of monthly gross income. Students may defer interest while in school and for a 6-month grace period (interest is capitalized annually). The CALS Graduate Institute School Code is 117777-00. Access the loan hotline at 800-935-2275 or visit www.chesla.org for more information.

Alumni Partial Tuition Waiver 

An alumnus of any of The Graduate Institute's Master of Arts degree programs qualifies for a partial tuition waiver of $2,000 towards another MA degree, or $1,000 towards a Certificate program, or $300 towards the TCT coaching program. 

Tuition Waiver for Six Credits for Educators

Applicants for the spring of 2017 for MA degrees who teach full time in Priority and Alliance School Districts* are eligible for a $2,568 tuition waiver. 

*Ansonia, Bloomfield, Bristol, Bridgeport, Danbury, Derby, East Hartford, East Haven, East Windsor, Hamden, Hartford, Killingly, Manchester, Middletown, Naugatuck, New Britain, New Haven, New London, Norwalk, Norwich, Putnam, Stamford, Vernon, Waterbury, West Haven, Winchester, Windham, Windsor, and Windsor Locks.

Tuition Waiver for up to Six Credits for an MA Program

Master of Arts students may apply for a tuition waiver for up to six (6) credits if they show evidence (official transcript) for credits of graduate study as a non-matriculated student. Requests for this tuition waiver are reviewed on a case-by-case basis. The Academic Affairs Committee renders all decisions regarding transfer of credit.  

Need-Based Scholarship

Need-based scholarships are available to eligible candidates who have financial hardship and can provide documentation (most recent tax return and asset statement) to support their need. Fill out and mail the TGI Need-Based Scholarship Form, link below, to: The Graduate Institute, 171 Amity Road, Bethany, CT 06524 Attention: Bursar

   TGI Need-Based Scholarship Form

 

Important considerations regarding tuition waivers:

  • Tuition Waivers will be credited at the end of the degree program.
  • Tuition Waivers may not be combined.
  • Tuition Waivers will not be applied retroactively.
  • Other restrictions may apply. Policies are subject to change.

 

 

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Photo Credits: Maureen Edwards.
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