Figure 1 Basic Curriculum Design (Map) for a Philosophy of Fearism
[Note: I have attached a curiculum%20fearlessness.mp3 sound file of myself reading this blog]
The above Figure 1 is my first attempt to take a piece of philosophy of fearism text (e.g., Desh Subba's recent novel; see Photo as well) and put it into a practical curriculum application that could be used by teachers, or anyone else wanting to actualize the philosophy of fearism teachings and ways of thinking (i.e., in regard, to a new way to enact fear management/education for the 21st century).
Mostly Desh Subba and I have been articulating the philosophy and theory behind a philosophy of fearism (also, philosophy of fearlessness, in my earlier work). More and more people are asking us how to "apply" it to usefulness in diverse settings with real people and groups, organizations or even nations. We are excited by that challenge, and it will slowly unfold. Others like Rana Kafle in Nepal and N.E. India are likely already doing this, however, that applied work has not been translated in to English. I personally am not sure what their applied education in the field has been for the past several years as they teach aspects of a philosophy of fearism.
So, the skeleton outline (a working draft in progress) in Figure 1 gives a critical integral approach to the curriculum design for philosophy of fearism. I will actually spend time trying to apply this outline to Desh's new novel per se. Then, that ought to be interesting and lead to writing something like a "curriculum guide" to The Tribesman's Journey to Fearless.
Now, I'll give you the basic orienting reference points you'll need to know to be able to understand how this design/map (Figure 1) works. Also, anyone can apply this as well, not just me or Desh. First, notice the quadrant design template I use, with four "directions" on the map, by which the four double-arrows are pointing toward INDIVIDUAL and COMMUNAL on the vertical axis, and toward SUBJECTIVE and OBJECTIVE on the horizontal axis. This comes fundamentally from the meta-mapping of knowledge work of the integral philosopher Ken Wilber (see AQAL Matrix), who was searching for a simple template in which to organize (map) all knowledge so as to be attentive to its variation spectrum of how knowledge is gathered and classified by these four quadrants (at least, that begins a holistic-integral approach to knowledge). The integral theory behind the quadrants suggests that information and/or knowledge and knowing ought to be arrived at from all four quadrants (if ideally possible) before we can make strong claims about the "truth" of anything. Our methodologies, and epistemologies, likewise ought to come from all four quadrants, to make sure we have a holistic diversity of ways of knowing. There are many complications about this theory and use of quadrant analysis that I won't go into here, unless you ask me about more. This will serve the purpose for then arranging the 10 Components of the Curriculum that fit into the quadrants. One would now have to use these 10 Components as "themes" on which to focus on when reading Desh's novel, for example. Then, there are the META-SKILLS and SKILLS Elements which generally are of interest in a practical curriculum of any kind. So, a combination of looking for the 10 Components and the 2 Elements will produce a cross-hybridization of interesting lens to bring to analyze Desh's book and teachings on a philosophy of fearism.
There are other lenses of course that one can bring to a book like Desh's, and that would be a "fearist" lens, a fearanalysis methodology, and so on. There is no limit of lens and methods to bring to analyze a text and then bring that out to help construct an application as a workable curriculum guide, for example.
Okay, that's lots for this introduction to the next evolution of the philosophy of fearism practices. I look forward to anyone interested to dialogue with me on the ning and/or on email (firstname.lastname@example.org).