Bøger af Marco Masi

Our minds, perceptions, and beliefs have become so strongly rooted in material concepts and the science of measurement that materialism has become king in the modern world. We generally do not realize the almost hypnotic power it has on our mindset and culture. The material world has become so entrenched in our conceptualizations that, despite claims of 'spiritual awakening' (whatever that means), our spiritual dimension cannot seep through. This fall into materialism has cut us off from our innate spiritual perceptions. In a materialistic- and exclusively rationalistic-minded age, strong is the belief that modern science has given us superior knowledge over accounts of the spiritual worlds, preventing deeper insights into the human being and the cosmos. Science remains deeply submerged in a materialistic worldview in which all aspects of qualitative experience, the emergence of sentience, life, emotion, meaning, consciousness, and awareness, have been denied or repressed. What is consciousness? What is life and evolution? Is the universe only a purposeless gigantic clockwork? Is a post-material science and worldview that goes beyond materialism's straitjacket possible? These and many other questions are tackled in a series of essays that do not necessarily offer a predefined answer but rather suggest an alternative way of looking at and seeing the world, Nature, and ourselves with a trans-rational and intuitive approach. Going beyond the fragmented world of the Age of Enlightenment not only is possible but will be the inevitable outcome of our cultural evolution.

Per guarire veramente non basta cercare soluzioni al di fuori di noi ma è necessario guardare anche e sopratutto dentro a noi stessi. L'umanità è entrata in una fase evolutiva della coscienza per cui questo oggi è diventato molto più facile di prima. Questo manuale pratico di autoguarigione consapevole vuole ricordarci che il corpo non è una macchina o un sofisticato computer, come siamo stati abituati a credere. Il corpo ha una coscienza e una sua propria esistenza consapevole che riceve in continuazione le suggestioni di quel che pensiamo, sentiamo e crediamo. La guarigione avviene molto prima e più facilmente se prima di tutto impariamo a riconoscere come siamo stati condizionati ed indottrinati fin da bambini a pensare con falsi concetti il funzionamento del nostro corpo, le cause e lo sviluppo delle malattie e di come possiamo gradualmente liberarcene. Bisogna poi riconoscere i fattori emotivi, i conflitti ed i traumi che stanno spesso dietro ai mali e che dovrebbero finalmente portarci alla decisione di metterci in discussione per poi cambiare stile di vita, soprattutto interiormente e psicologicamente. L'autoguarigione consapevole basata sulla coscienza del corpo è l'altra faccia della medaglia, opposta ad una concezione meramente materialista, che sistematicamente ignoriamo, ma senza la quale una guarigione efficace rimane lunga e difficile, a volte impossibile. Questo metodo di autoguarigione non si poggia su mere teorie o speculazioni ma è il risultato di una esperienza personale vissuta. Esso illustra le tecniche di suggestione e impressioni mentali utili per agire sulla coscienza del corpo. Imparerai a conoscere i segreti della mente delle cellule ed a controllarla. Ti aiuterà a scoprire le cause interiori delle malattie. Particolarmente consigliato a chi soffre e pensa che non ci siano più speranze. Ma anche a tutti coloro che vogliono mantenersi sempre in salute senza più spendere soldi inutili in farmaci e dottori.

Schools, colleges, and universities have become homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals' potential and skills. Ultimately, schools and academia make up a system that serves a collective machinery but suffocates individual growth.This state of affairs is not a necessary evil. Learning, discovering and teaching can be a natural, spontaneous and luminous expressions of a free and progressive growth if they are allowed to be practiced in an appropriate environment. This is a 'manifesto' for a Free-Progress-Education (FPE) paradigm according to which the best way of learning, acquiring knowledge, and doing research comes through a process of free self-directed learning, and a progress of self-unfoldment and self-discovery, that must be guided from within. In schools, colleges, universities and beyond. A FPE learning centre would be expected to foster curiosity, intuition, self-directed-learning in diversity, and, especially, wholesome respect for the practice of complete and responsible freedom of individual expression.FPE goes beyond the standard paradigm of unschooling or the pedagogical approach of democratic schools since it includes self-directed-education that can also work in high schools, colleges, universities, and research centres. It iAfter a brief introductory presentation, a personal preamble of the author describes his experiences with institutionalized learning from childhood to the doctoral dissertation and in a high school as a teacher. Then, the roots of the stagnant state of education will be investigated which is still based on an industrial and mechanistic mindset, and is perceived with increasing dissatisfaction. While analysing the detrimental effects that a managerial and industrial mentality has had on the education and intellectual growth of several generations, we will take as an example the deficiencies of the so-called big science, i.e. of the modern, large-scale scientific initiatives. Surveying past and present learning approaches such as the interesting renaissance of homeschooling and welcoming new trends such as unschooling or democratic education, the second part of this book looks beyond these paradigms searching for a wider spirit of education. It is emphasized that no reform is possible inside the current school and university paradigm, because it is in its essence an authoritarian system that won't allow itself to be dismantled from within. The last part of this book focuses upon a brief set of alternative proposals, which aim at overcoming the centuries-old shortcomings of the present educational system, by favouring intrinsic over extrinsic motivation. Preliminary practical ideas are put forward on what a free-progress learning community might look like, and what the first steps for its realization might be. It is explained there why it is only through a change from the ground up that the certificate-oriented educational system can transform itself into a project-oriented, self-organized, competence-portfolio based one, with no exams, grades, degrees, or other administrative trammels. At the same time, it must be made clear that the ultimate aim of doing away with the present system of assessment criteria would be to install a much deeper and articulated paradigm shift than some superficial reform and even beyond the actually undeveloped democratic education concept which still falls short beyond high-school level. What is visualized is an evolutionary pedagogical perspective, compared to the conventional one, and presented as the necessary condition for a 'Copernican approach' to education. Only after that perspective has been realized can new competences, curiosity, intuition, and real forms of creative learning return to flourish in schools and academia.

Schools, colleges, and universities have become homogenizing systems that are almost exclusively focused on imposing a pre-ordered curricula through exams and grades or tight research lines. In the process, they are killing passion, creativity, and individuals’ potential and skills. Ultimately, schools and academia make up a system that serves a collective machinery but suffocates individual growth.This state of affairs is not a necessary evil. Learning, discovering and teaching can be a natural, spontaneous and luminous expressions of a free and progressive growth if they are allowed to be practiced in an appropriate environment. This is a ‘manifesto’ for a Free-Progress-Education (FPE) paradigm according to which the best way of learning, acquiring knowledge, and doing research comes through a process of free self-directed learning, and a progress of self-unfoldment and self-discovery, that must be guided from within. In schools, colleges, universities and beyond. A FPE learning centre would be expected to foster curiosity, intuition, self-directed-learning in diversity, and, especially, wholesome respect for the practice of complete and responsible freedom of individual expression.FPE goes beyond the standard paradigm of unschooling or the pedagogical approach of democratic schools since it includes self-directed-education that can also work in high schools, colleges, universities, and research centres. It iAfter a brief introductory presentation, a personal preamble of the author describes his experiences with institutionalized learning from childhood to the doctoral dissertation and in a high school as a teacher. Then, the roots of the stagnant state of education will be investigated which is still based on an industrial and mechanistic mindset, and is perceived with increasing dissatisfaction. While analysing the detrimental effects that a managerial and industrial mentality has had on the education and intellectual growth of several generations, we will take as an example the deficiencies of the so-called big science, i.e. of the modern, large-scale scientific initiatives. Surveying past and present learning approaches such as the interesting renaissance of homeschooling and welcoming new trends such as unschooling or democratic education, the second part of this book looks beyond these paradigms searching for a wider spirit of education. It is emphasized that no reform is possible inside the current school and university paradigm, because it is in its essence an authoritarian system that won't allow itself to be dismantled from within. The last part of this book focuses upon a brief set of alternative proposals, which aim at overcoming the centuries-old shortcomings of the present educational system, by favouring intrinsic over extrinsic motivation. Preliminary practical ideas are put forward on what a free-progress learning community might look like, and what the first steps for its realization might be. It is explained there why it is only through a change from the ground up that the certificate-oriented educational system can transform itself into a project-oriented, self-organized, competence-portfolio based one, with no exams, grades, degrees, or other administrative trammels. At the same time, it must be made clear that the ultimate aim of doing away with the present system of assessment criteria would be to install a much deeper and articulated paradigm shift than some superficial reform and even beyond the actually undeveloped democratic education concept which still falls short beyond high-school level. What is visualized is an evolutionary pedagogical perspective, compared to the conventional one, and presented as the necessary condition for a 'Copernican approach' to education. Only after that perspective has been realized can new competences, curiosity, intuition, and real forms of creative learning return to flourish in schools and academia.