Proceedings of the 3^rd Consciential Education Meeting

Editor's Foreword

The 3^rd Consciential Education Meeting is one of the several major events organized by the International Institute of Projectiology and Conscientiology since it was founded in 1988.

This third event in this series of Consciential Education meetings has set a new record, both in the number of articles submitted for analysis and in the number of works actually presented in the meeting. This fact reflects the increase in the mentalsomatic productivity of conscientiology’s instructors and researchers.

Thus, the 3^rd meeting presents a unique opportunity to debate proposals and theories of Parapedagogy – a subdiscipline of conscientiology dedicated to studying the philosophy of education and pedagogical resources, employing means and approaches that extend beyond the limits of the everyday intraphysicality and the one-dimensional focus of the conventional pedagogy.

The 1^st Consciential Education Meeting was held in 2001 in Rio de Janeiro, Brazil. Since then, the event has been growing consistently in terms of its relevance within the educational context of consciousness studies. The 2^nd Consciential Education Meeting took place in Brasilia, the capital of Brazil, in 2003. The body of participants included Maria José Feres the Secretary of Education in Brazil, and the acting representative for the Brazilian Minister of Education (Brazil’s highest authority of education within the government).

Education in conscientiology, carried out through parapedagogical methods, strives to clarify the consciousness. Characterized by an open display of advanced ideas and leadingedge knowledge; conscientiological parapedagogy eliminates obscurantisms or obsolete esotericisms.

Conscientiology examines in a systematic and technical manner themes that are essential to the understanding of consciential evolution, examining those in accordance with the methodology and epistemology established by the consciential paradigm. These themes are, nonetheless, usually hidden, misrepresented or distorted by mystical and esoteric traditions; and are denied or ignored by intraphysicalist conventional science.

For this reason, the 3^rd Consciential Education Meeting has a fundamental role in the context of the conscientiological education and in the development of advanced pedagogical techniques applied in conscientiology, as parapedagogy is its central theme. Such techniques take into consideration the multidimensional and holosomatic aspects of teaching and learning.

In 1990, the researcher Janet Lee Mitchell, during the 1^st International Congress of Projectiology, noted that the work of conscientiology extends far beyond “research" alone, as it is also dedicated to directly assisting individuals interested in understanding the multidimensional nature of consciousness, by offering information and clarification. It is in this assistantial and clarifying spirit that the 3^rd meeting takes place.

The remarkable value of this meeting is the opportunity it provides for acknowledging and debating the characteristics, needs, demands, and idiosyncrasies of teaching the study of consciousness, in a manner which adheres to the consciential paradigm. The complexity, importance and particular character of this educational process are the main points addressed in the keynote presentations held at the 3^rd Consciential Education Meeting.

In addition to the presentations, which are published in this volume in the order of appearance at the event, the 3^rd Consciential Education Meeting offers a series of concomitant panels and short courses. Also to be included at the meeting is a panoramic exposition of the pedagogical and philosophical thinking of all civilizations throughout history. These complementary exhibitions and activities contribute to further enrich the event, making it a landmark for the interchange of ideas and the attainment of consensus regarding the processes and techniques employed in conscientiological education.

The Editor