MOL 301 - Teaching and Learning from the Inside Out: Memory and Narrative as Relational and Embodied Experiences

We’ll dive deeply into the way a teacher can harness the power of memory by embracing the reality that we are a social and story-telling species. We learn best by engaging with others in emotionally captivating narratives.
• Explore why story is so powerful in our lives
• Understand how narratives effect memory
• Identify the role of novelty in the encoding of stories and memory
• Find out what emotion has to do with remembering
• Learn how factual knowledge becomes “meaningful”
• Explore what motivates optimal learning

MOL 302 - The Interpersonal Neurobiology Sphere of Knowledge: Embracing the Power of Mindsight and a Consilient View of Our Human Lives

We’ll build on our immersion into learning and stories by focusing directly on how a sphere of knowledge can be conveyed with meaning and emotion so that it is both remembered and made useful.
• Review the principles of IPNB that can be taught to students in K-12 and beyond
• Discuss how parents can benefit from Mindsight and the IPNB sphere of knowledge
• Explore how organizations can benefit from IPNB
• Identify how individuals might best be taught about mindsight and integration
• Examine the steps we can take to teach IPNB to policymakers
• Understand how mental health programs can teach about the mind and, in particular, a healthy mind

MOL 303 - Embracing Science and Subjectivity: The Challenges of an Interdisciplinary Approach to the Mind and Mental Health

The mission of weaving all branches of science into one perspective is at the heart of IPNB’s efforts to find a consilient view of the mind and mental health. Though “mind” is not defined in the various fields—from psychology and psychiatry to education and philosophy—IPNB offers a working definition with practical applications in these fields. Embracing the challenge of a new definition of the mind in the teaching of IPNB provides us with a deep and integrated understanding of the principles and practices of this new field and how to best convey them to others.
• Learn how we can best teach about the mind and its embodied and relational origins
• Review what the challenges and controversies are in teaching about consciousness, attachment, and mental health
• Discuss the ways in which the science of integration illuminates the nature of emotion
• Explore how knowing about the brain informs our understanding of well-being
• Demonstrate how the concept and process of integration can best be taught
• Examine the ways in which the “mind-brain-relationship” triangle of well-being helps in teaching about mental health

MOL 304 - The Mindsight Approach in Action: Cultivating the Practical Applications of IPNB from Synapse to Society

In our final quarter, we’ll further the integration of what we’ve been reading and discussing. We’ll cover the steps to take to teach the essence of IPNB as part of everyday living. At its core, the process of teaching this interdisciplinary field is about a way of being that promotes deeper self-understanding and more compassion for others, leading to an expansive sense of what the self is in our ever-changing world.
• Define “embodied knowing”
• Examine how others “learn by example”
• Discuss the neurobiology that may explain what Mahatma Gandhi meant when he said that we must be the change we wish to see in the world
• Understand what facts, concepts, and non-conceptual knowing are and how they are interrelated
• Learn what a “process” entails and how it can best be taught by example
• Explore how integration made visible is kindness and compassion

LEVEL 3 - SCHEDULE AND REGISTRATION

LEVEL 3 - REQUIRED READING AND VIEWING

LEVEL 1 - FOUNDATIONS OF MINDSIGHT

LEVEL 2 - IPNB CLINICAL IMMERSION

ALL LEVELS - FAQs