Mind-Heart Axis

Embodied and performative cognition

Due to personal circumstances I am not presently running any direct workshops or teaching schedules. However, I have linked-in contacts I work closely with in these areas, who I consult with regularly at the research back-end of these ideas, that you may wish to reach out to.

Virtual Reality

Workshops on facilitating VR coaching and interventions: Please reach out to Daniel Harvie at the University of South Australia (Physiotherapy department) or Marcel Takac at RMIT University (Psychology department)

Bayesian brain

Predictive processing, free energy principle, and social neuroscience education: via Conscentropy research group T: @conscentropy

Spiritual Emergence

Process-work around psycho-spiritual emergence(y): Please reach out to Kylie Harris at the Australian Centre for Consciousness Studies or Camilla Del-Nona in Melbourne district

Our Approach

Embodied mind

What did Russian neurophilosopher Lev Vygotsky get right about Educational Psychology?

Modern technology allows us to create “transformative experience” at the pivotal axis of learning, rather than didactic or by-the-book learning. Although many mass online courses and conferences allow accessibility to 10s of thousands of students, my intersect in educational learning has been in the re-conceptualization of the tutorial space mentor/mentee relationship.

  • Tailored virtual worlds

    Traditional limits on designing coaching sessions often include physical constraints (generic situations) or mental constraints (difficulty visualizing or lack of accurate subconscious content), whereas ported VR objects (using 3d photography) and advances in augmented virtual reality allow unique learning and coaching experiences at the clinical, organizational, and health-information layers

  • Emotional engagement

    The foundation of learning and high quality embeddedness of knowledge is not to do with learning styles in as much as emotional depth (connected to memory traces) and a 5d view of understanding (across concept, time, and feeling) which is a unique model to transmit both knowledge and unique ways of conceptualizing reality

A pre-linguistic scale

Re-training learning pathways

Like mentioned above, effective education commences with affective engagement – Developing places and spaces that support in the culmination of one’s own development and creative potential, rather than teaching from the top-down (traditional model). Ironically, universities have embodied such an approach from the classical era to pre-Postmodernism, an artform which appears to have been lost to the industriousness of the modern world.

If you have an interest in engaging in this empowerment-model of Educational Psychology please reach out!