The Presence Program in Education seeks to generate change both individually and collectively, through work based on the presence of emotions, thoughts, body and sensations. At the individual level, participants are intended to reach levels of self-knowledge to cultivate presence, acquire habits that help them inhabit the present with full attention and intention, and manage to display compassion for greater personal and social well-being. In terms of collective change, the Program promotes the acquisition of the habit of effective and empathetic communication in educational institutions, the creation of teams that lead to an improvement in the organizational climate and the development of social awareness to organize communities of practice that implement innovations for the benefit of the organization and its context.
It is an invitation to go through new ways of inquiring about our experience, focusing on our attention and well-being, learning to perceive and be aware of the present moment and improving our emotional regulation to choose more consciously how to act at every moment.
Present through the Senses and the Body
It is an invitation to develop the ability to be present through an experiential experience; to understand how the unfolding of conscious attention has an impact on our physical, emotional and cognitive dimensions, and how these affect each other. To know links and implications between neuroplasticity, attention and learning; and to experience emotional regulation mechanisms through formal and informal practices.
Present with Thoughts
It is an invitation to identify our thoughts, observe them, allow them to flow, and learn to keep the necessary distance so as not to "get entangled" in them. The mind gives meaning to our life and our being, generating stories that appear voluntarily or involuntarily, like thoughts. The mind is wonderful; the problem is believing that we ARE what we think. In this sense, decentralization alternatives are offered, which lead to greater well-being.
Present with Emotions I
It is an invitation to learn to regulate our emotions and to manage our own resources, to deal with discomfort, from acceptance.
Being present with emotions allows us to put the focus on their characteristics, their regulation, our motivations and the acceptance of discomfort as a principle to maintain calm and health.
Present with Emotions II
It is an invitation to know the systems of emotion regulation; develop forms of validation for self-regulation and display compassion as a path to personal and social well-being.
Being present with emotions allows us to identify the characteristics of our internal regulatory systems and to balance them, to achieve greater well-being; to practice compassion towards ourselves, towards others and from others towards ourselves.
Present with Attitudes
It is an invitation to articulate and synthesize the contents that have been worked on so far, to resignify them and make the transition from the personal to the professional and collective, based on a conscious attitudinal practice.
When we cultivate presence it is important to do so with certain attitudes that require dedication and commitment. These attitudes are interconnected and interdependent, that is, they support each other when practicing them.
It seeks to contribute to the development of interpersonal skills for the improvement of communication within educational institutions.
Communication conditions our actions and relationships, and often reflects resistance, discomfort and emotional states.
The purpose is to deepen compassionate communication, become aware of our blind spots when communicating and establish deep levels of listening.
It seeks to contribute to the development of socio-emotional competences that facilitate the integration of own resources to promote individual and collective potential. In this sense, we understand that the skills we develop not only strengthen our sense of being, but also contribute to improving the community to which we belong.
It seeks to contribute to the collective construction of sustainable groups, communities and societies that give with their action to contextual well-being. It is an invitation to rethink the way we relate, understanding that relationships have an impact on the institutions of which we are part.
The goal is to achieve individual and collective flourishing through a profound social reorganization that deploys the resources that are asleep within each establishment.
Neuroscience and Wellbeing
This document consolidates the contents of cognitive neuroscience and its interrelations with well-being present throughout the Presence in Education Program. It is a contribution to self-knowledge in pursuit of states of greater well-being.
Contributions to Virtual Education
Here are some lines to think about education in virtual environments, notes and resources that contribute to the practice that teachers require to face the challenges presented by technologies and the unprecedented context of doing school outside of school.
Virtual meeting environment designed to learn and impact within and between educational communities and institutions. Based on an innovative methodology, brings its members together to work collaboratively on related challenges, appealing to the collective intelligence of the community to achieve new views, solutions and more comprehensive perspectives.
It has more than 100 practices and resources that promote experiential learning experiences. Practices are essential, both for individual change and for collective work at school.