Yale University (Sociology)
University of Nebraska-Omaha (Master's)
Student learners, I am offering my services as a guide in the basic curricula vitae of life. We will join our intellects in researching, analyzing,and coming to conclusions on the data and insight from that data we have gathered from our learning development of those skills.
I offer my guidance in the basic education of these courses:
I prefer small seminar groups so that the students get the broader experience of the interaction of their cognitive abilities. The awareness of that interaction is as, or even more, important as the subject matter for them to be efficient and effective learners and students. These group seminars would occur on Saturday and Sunday mornings between 8am and 11 a.m..
I'd also be available for consultations between 10am and 2pm, Monday through Friday.
My mission is to help mold the intellect for not only encyclopedic expertise of the subjects, but a mental facility to use the data of that expertise to have unique and ingenious insights for formulating solutions and resolutions for the intellectual and emotional challenges they will face in their lives.
---Philosophy of Education
---Psychology of Education
---Methodology of Education
-Hopewell VA Public School System(1994)
-Syracuse NY Public School System (1995) Student learners, I am offering my services as a guide in the basic curricula vitae of life. We will join our intellects in researching, analyzing,and coming to conclusions on the data and insight from that data we have gathered from our learning development of those skills.
I offer my guidance in the basic education of these
$20/HR PER STUDENT $5 extra for each additional student
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
My spiritual specialty is the renaissanced life of cognitive phenomenology. The life of who we are by action, not by status, title, or material trappings. It is the re-communion with the preverbal, feral consciousness of intuition. It is the life of resonance to a metaphysics of serendipity and synchronicity that directs you.
I was not special or worthy in character. I believe that being quisitively, open-minded enough to investigate a "rabbit-hole" of possibilities, I did what is said of people who use the Ouija Board. I opened up a door for a communication. It would take the events of serendipity and synchronicity for me to give convictional credence of this state for my coincidental intentions. "Coincidental" would be the non-ego baggage of human hubris, and as insignificant and anonymous as a piece of thread that goes through a needle eye.
It is a 30+ year old testimony, delayed until I I had reached this mystical certainty. It was precipitated by a "world cataclysm" dream which chastised me, the protagonist of the dream, for being so dilettante about not living up to the urgency of the dream's narrative of imperatives. The project gives a critique of secular and religious dogma which degrades humans' discernment for connecting with the forces vibrating about them and coming at them through the unappreciated and unexplored dimensions of consciousness. Instead, the world provides an intellectual and derivative spiritual paradigm, which renders us collectively adolescent, emotionally, in the comprehension of our technological self-destructiveness as well as our holistic negativity on our ecology. I call this process "the secular and temporal fallacy".
This is an outgrowth of my life experiences, which have been guided by a seemingly, persistent muse. That" muse" brought me to convictions in a manner and affects similar to Gen 18: 17-21-in being the anonymous, discounted, measuring rod by which poetic justice was determined for the person or the locale as the sign of a visitation.
There was a covenant I had with this metaphysical force. It gave me those moral insights (ethos) beyond what my parents, school, and friends were teaching me- to adapt to the practical "life priorities". Those insights were interesting, parallel considerations I was storing away.
After living an in-denial life of materialistic, temporality, I was reacquainted, exclamatorily, with the mystical serendipities of the "Muse". In the period 9/69-8/70, I got the "life marching orders" as the answer to my realization that I had acknowledged my own (and our own cultural) "insanity".That "answer" was so radical, even for me that I spent the next 37 years being brought kicking and screaming by the hard-knocks of events to the steps that led up to the portal of the eye-of-the-needle.
I crossed over this year.. The crossing was NOT in the style NOR status I had anticipated or desired, but it WAS consistent with and in the affirming paradigm that vindicated the living out of "the dream" I had dreamt in the Spring of '72, just before graduation from Yale and facing the military induction consequences of having the number "36" (the recurring numerological-9) in the draft. "The Dream" being the metaphorical phases of Estrangement, Existential challenge and danger, Survival, and the Redemption over the next 36 years.
BA Sociology Yale University
EEO Unit Moderator of my military unit
EEO representative to the Commands EEO council
Liaison coordinator between my student group and different community activist groups, plus other campus ethnic groups
The academic mental gymnastics which affirmed, not defined, my thinking consist of these schools of thoughts:
-Conflict theory: focuses on the ability of some groups to dominate others, or resistance to such domination.
Most influenced by the writings of Marx and Weber. Starting with Weber, who was the contrast to the status quo, Emile Durkheim, who saw the structure of society as a reflection an inherent structure. Weber said that the structure was the result of the temporal and secular functions of the society. Society was not the playing out of immutable class natures, but the functioning affect of social structure on the society.