Julian and Stella in Westminster Magistrates’ Court

"I have been isolated from all ability to prepare to defend myself. A superpower has been preparing for 9 years with hundreds of people and untold millions spent on the case. [So] I am defenceless and am counting on you and others of good character to save my life. Truth ultimately is all we have." ['MORE']

■ #WikiLeaks (Twitter)
■ #Stella Assange (Twitter)
■ #Taylor Hudak (Twitter)
■ #Don't Extradite Assange (Twitter)
■ #Defend Assange Campaign (Twitter)

■ Stella Assange optimistic Biden will drop ‘Trump era’ pursuit of her husband ■ 'Worse & Worse': Abusive US Prison Systems and Assange's Denial of Due Process ■ Still time for UK to ‘do the right thing’ – Stella Assange ■ Watch live from High Court as Julian Assange to discover whether extradition appeal can go ahead ■ Report: Justice Department Considering Plea Deal for Assange ■ The last days of Julian Assange in the United States ■ German chancellor speaks out against Julian Assange’s possible extradition to US ■ There are chilling parallels between the suffering of Julian Assange and Gaza civilians ■ US Deceptions at the Heart of Assange Case ■ Assange ‘too ill’ to attend last chance UK appeal against US extradition ■ Calls for US Government to “Drop the Charges” Ahead of Final Julian Assange Hearing ■ Ahead of critical hearing, Assange's wife sees dim chances for him to avoid extradition ■ All hopes on European court if UK clears Assange’s US extradition, says wife ■ Mary Kostakidis: Assange’s Very Life Is at Stake ■ UN warns Assange may be tortured if extradited to US ■ Bill Introduced in House Calls for US to Drop Charges Against Julian Assange ■ A Visit to Belmarsh Prison, Where Julian Assange Awaits His Final Appeal Against Extradition to the US ■ Investigative journalist John Pilger dies aged 84 ■ WATCH: New Year’s Eve Concert for Julian Assange ■ Bury Julian Assange’s Heart at Wounded Knee ■ Assange gets ‘last chance’ US extradition appeal date ■ Assange visitors given green light to sue CIA ■ US Congress Members Call for Biden to Drop US Extradition Request Against Assange ■ Members of Congress Make New Push to Free Julian Assange ■ Albanese’s deranged servility to US aggression ■ Australian MPs Call for Assange’s Freedom During Talks in Washington ■ What’s Behind Talk of a Possible Plea Deal for Assange? ■ US Ambassador to Australia Hints at Plea Deal for Julian Assange ■ Australian PM condemns US prosecution of Assange ■ Australian PM Insists He’s Standing ‘Firm’ Against the US on Julian Assange ■ Chris Hedges: The Imminent Extradition of Julian Assange and the Death of Journalism ■ Lula calls for ‘mobilization’ to defend Assange ■ Assange to make final appeal ■ WATCH: The CIA Suit & New Proof It Spied on Assange ■ Australian Lawmakers Urge US to Drop Case Against Assange ■ Lula da Silva Appeals in Support of Assange ■ Australian PM ‘frustrated’ over ongoing imprisonment of Assange ■ Assange Offers ‘Heartfelt’ Belmarsh Invite to King Charles III Ahead of Coronation ■ Journalists and Activists Gather in DC, Call for Assange’s Release on 4-Year Anniversary of Arrest ■ Democrats urge Biden to drop Julian Assange charges ■ 13 years ago today, Julian Assange published the Collateral Murder video ■ CIA's surveillance methods on Assange revealed ■ 'Why Don't You Release Assange?': Mexican President Strikes Back at US Over Human Rights Report ■ The Belmarsh Tribunal For Julian Assange: March 4 ■ CIA Secretly ‘Hunting’ Assange Activists, Bombshell Report Suggests ■ ‘Freedom for Assange and Journalism Are at Stake’: Belmarsh Tribunal Comes to DC ■ Biden Under Mounting Pressure To Drop Charges Against Julian Assange ■ Hollywood actor asks Britain not to extradite Julian Assange ■ WATCH: Ask Stella Assange Anything ■ Assange tests positive for Covid-19 in prison ■ World-Wide Backing as Parliament Encircled for Assange ■ The Assange Case Explained Simply ■ Julian Assange Files His “Perfected Grounds of Appeal” ■ UN voices concern over Assange extradition case ■ Assange files appeal to stop US extradition ■ VIDEO: The Growing Movement to Liberate Julian Assange, with John Shipton ■ John Pilger on the Urgency to Free Assange ■ Julian Assange, a Canary in Morality’s Coal Mine ■ Julian Assange Is Enduring Unbearable Persecution for Exposing US War Crimes ■ The British Government Has Flushed Honor ■ UK HOME SECRETARY APPROVES EXTRADITION OF ASSANGE TO US ■ Doctors For Assange ■ Julian Assange's wife Stella Moris reveals how they raise children together while he is in jail waiting an extradition decision ■ Assange: Albanese must act where the Coalition failed ■ The Outrageous Prosecution of Julian Assange: Julian Assange's wife on the CIA plan to murder him (VIDEO) ■ US National Press Club Still Refuses to Defend Assange ■ The Commissioner for HumanRights of the 46-nation Council of Europe has called on the UK government NOT to extradite Julian Assange to the United States. ■ WATCH: Assange Defended at PEN International ■ The persecution of Julian Assange ■ Assange's fate can't be left in the hands of Priti Patel ■ Westminster Magistrates' Court Issues Order to Extradite Julian Assange to US ■ Julian Assange 3 years imprisoned for publishing, 11 years deprived of liberty ■ Date set for next hearing on Julian Assange’s extradition ■ Conflicts in Priti Patel’s Power Over Assange ■ Julian Assange gets married in prison :: Julian Assange: A Biography

THE VACCINE DEATH REPORT – Millions Have Died From The Jabs

Feminism & The Biosecurity State – Letter From A Father

Stephen Lendman ● The Case for War: The Iron Mountain Report

"The War is Worth Waging": Afghanistan's Vast Reserves of Minerals and Natural Gas
by Prof. Michel Chossudovsky

● Any world is an illusion, but within illusion, another world, a better world, seems possible. In the material world, the one we think is real, the divide between the 'left' and 'right' is an artificial one. This divide serves to keep us separate from each other and prevents us from seeing clearly that we in fact have shared interests and a common enemy. A better way to approach economy, politics, culture and society would be to take note of the ways in which our societies are divided horizontally: the interests of the few (the parasitic "elite") and the many (ordinary people). The elite wants to oppress and exploit the rest of us. In a material sense, they are our enemy. They are working to establish globally a Talmudic (micro managed) technocracy, the so-called "New World Order."
● Another word for this tyranny now apparently is a "biosecurity state." All governments are working in lockstep to implement the global agenda locally. The Covid-19 epidemic essentially has been over since May-June 2020. Masks are useless and the "vaccines" are insufficiently tested and can be lethal. They are to be avoided at any cost. The "second wave" does not exist. The PCR test is unreliable and is being used to inflate the number of "cases." Cases used to mean people were sick. It now means they tested "positive." Most "positives" are false positives, meaning these people are neither necessarily sick nor "asymptomatic carriers". The inflated numbers are part of the fearmongering of the MSM, meant to justify the deadly lockdowns and usher in the new dictatorship.
● World government is the last thing ordinary people need. We need free and open communities with equal rights for everyone and a profound respect for the many differences between us. We want freedom rather than security. We want peace, not war. Above all else, we want truth, dignity and justice. -Ed.

April 2024
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Israel's History in Quotes
Window to Palestine

Americans: Awash In Spin

Paul Craig Roberts

Terrorism to [Create] World Order
Ola Tunander

Iraq - Humble Advice to Its People
Adnan Al-Daini

The US has killed more than 168 children in Pakistan
C. Woods

Victims of war: Iraqi children and families - Depleted uranium and trauma
G. Georgatos

Revisiting Israel's Terror War on Gaza
S. Lendman

Cutting through the confusion about I/P
R. Forer

Gaza & a World that has lost its Humanity Reham Alhelsi

What legitimacy does Israel have?
Christopher King

US Media's Pro-Israeli Bias Stephen Lendman

Comment on the Tea Party Movement
Bob Altemeyer

Afghan My Lai Massacre What Really Happened

Nothing de- pleted about 'depleted uranium'
A. Bult Ito

America's regression Glen Greenwald

Black Elk Speaks
-As told to John G. Neihardt

They Think We're Orcs
Devilstower Political Cortex

Archives

Archives _____________________

Afghanistan
Climate
Environment
Europe
Iran
Iraq
NWO/Police State
Occupied Palestine
Pakistan
Torture
Zionist Occupied USA

The Ancient Art of Arkhelogy: The Importance of the Core Self and Core Writing

03/24/10

Jennifer van Bergen

[Note: This is the seventh part in a seven-part series.]

PART SEVEN: An Arkhelogy Program for International Schools

It should be evident from our earlier discussion that the UNIS and IB subjects, while comprehensive -- and while they touch upon a number of areas that relate to archetypes work – do not include any unit or program such as an Arkhelogy course or program.

It might be useful to note at this juncture that a single Arkhelogy course would be grossly insufficient to teach Arkhelogy at a usable level. A genuine Arkhelogy program will ensure full acquisition of the discipline and mastery of the skill. As a drama or dance program necessarily requires years to properly train student, as a law program takes a minimum of three years of hard study to teach the law student to “think like a lawyer,” so too does Arkhelogy require several years to master.

However, an Arkhelogy program would be simple to adopt and incorporate into an international high school program – or even into a middle school program, and it may even be begun at the grade school level. Such a program would begin with classes in which the component skills are introduced through the basic exercises. These classes can be taught like most knowledge-based classes that teach practical knowledge and skills. Exercises are given out each week, students do the exercises either in class or at home, share them with each other, and turn them into the teacher for comment. The teacher reads, assesses, and comments, returns the work, and engages students in class discussions about the exercises. The assessment addresses only understanding and use of each exercise and skill and students are requested to make no comments or critiques beyond the immediate application of the exercise.

The work changes seven-to-eight weeks into the semester when students get to isotypes - archetypes work. Students are then given “field research assignments” to gather isotype examples, reassemble periodically in class, and perhaps discuss their isotypes in small groups with teacher guidance. At some point during isotypes work, students begin to work privately with their teacher-guide and/or in small groups. Private work does not eliminate the usefulness of group or class work, but it is necessary for the teacher to be available for weekly one-hour sessions with each student and for daily short consultations.

These beginning/introductory classes can be taught in one semester, but they must be immediately followed by intermediate classes, where students begin to learn how to apply the mechanical skills they learned in the beginning class. These classes may evolve into one-on-one sessions, workshops, or discussion groups. Students should be allowed to engage in and actively pursue Arkhelogy work in all ways possible within the context of the school's duties.

Arkhelogy teachers, however, should be permitted to encourage students to use content from other classes and from their personal lives in their Arkhelogy work. This may mean using such content quite differently than it was originally intended to be used. Students will still be expected to comply with the curricula set forth in their other classes, but may incorporate that learning into the Arkhelogy class.

Teacher Training

The greater amount of time and expense of the program development would necessarily be in training Arkhelogy teachers, which could only occur through work at a separate, central Archetypes Training Program or Institute. Such a training program does not yet exist, but could be developed by an individual international school or through multiple schools in collaboration.

Publication

It may be a good idea for students to publish work that is “at the archetypes level” at the end of a semester or academic year, as long as it is understood to be Arkhelogy work and not writing for purpose of publication under any other regime or for any other purpose.

Ancient Philosophers' Graffiti -”This is the Stella Forest in 7-Star Park, Guilin, China. It is a karst cavern that has been
the stopping place for Chinese philosophers, poets, literati, and artists for more than a thousand years. They left their
poems, paintings, prose, and graffiti carved into the limestone.” (Photo: Mike Cline, © 2003.)

Conclusion

Schools do not just need more funding, better equipment, and higher pay for teachers. Teachers do not just need more time to teach knowledge and literacy skills. A radical shift must take place in education or we have done our children a great disservice. The next generation will face stark and difficult problems that we have yet barely glimpsed and they need to learn new ways to reconnect to humanity and to our home, the planet Earth, before it is too late.

Arkhelogy provides a critical missing link. This series can only graze the surface of the skill and practice of Arkhelogy. I have witnessed the truth and tremendous power of this method, with both myself and others. I have witnessed its power not only on the personal level but in the global arena. If we do not reconnect to our Core Selves, and, through that connection, to something greater than ourselves -- to the Great Spirit, God, the Cosmic Consciousness, Gaia, Allah -- , and back again to our physical and practical connection to the Earth, to halting mass use of resources and re-establishing sustainable living on this planet, our species, indeed life itself on Earth, will not likely survive.

Arkhelogy supplies an approach, a way, a method, a technique, to start this reconnecting process. It is crucial that we start now.

The Nature of the Jungian Archetype

“Sol et ejus umbra” from Michael Maier’s Scrutinium Chymicum (1687)—the earth is placed halfway between light and darkness.

Jeder Archetypus ist unendlicher Entwicklung und Differenzierung fähig. Es ist daher möglich, daß er mehr oder weniger entwickelt ist. In einer äußerlichen Religionsform, wo aller Nachdruck auf der äußeren Figur liegt (wo es sich also um eine mehr oder weniger vollständige Projektion handelt), ist der Archetypus identisch mit äußeren Vorstellungen, bleibt aber als seelischer Faktor unbewußt. Wenn ein unbewußter Inhalt durch ein Projektionsbild dermaßen ersetzt ist, so wird er vom Mitleben im und Einflußnehmen auf das Bewußtsein ausgeschlossen. Damit büßt er sein Leben weitgehend ein, weil er an der ihm natürlichen Gestaltung des Bewußtseins verhindert ist; ja mehr noch: er verbleibt unverändert in seiner ursprünglichen Form, denn im Unbewußten verändert sich nichts. Harper's Magazine, December 26, 2007

Each archetype is capable of endless development and differentiation. It is therefore possible for it to be either more or less developed. In an outward form of religion where all the emphasis is placed on the superficial figure (that is, where we are dealing with a more or less complete projection) the archetype is identical with externalized ideas but remains unconscious as a psychic factor. When an unconscious content is replaced by a projected image to that extent, it is cut off from all participation in an influence on the conscious mind. Hence it largely forfeits its own life, because it is prevented from exerting a formative influence on the consciousness which is natural to it; what is more, it remains in its original form — unchanged, for nothing changes in the unconscious.

–Carl Gustav Jung, Psychologie und Alchemie (1935-36) in: Gesammelte Werke, vol. 12, p. 25 (1972)(S.H. transl.)

___________________________________________________________________________________

PART ONE: Arkhelogy: A Gateway to the Self
PART TWO: The Archetypal – The Eternal & Eye of the Soul
PART THREE: Some Principles of the Ancient Art of Arkhelogy
PART FOUR: The Arkhelogy Program
PART X: The Arkhelogy Skill: Lost in Time
PART SIX: International High School Writing Programs
___________________________________________________________________________________

Jennifer Van Bergen is an author, educator, and environmentalist currently living in Gainesville, Florida, where she teaches English and Law at Sante Fe College. Van Bergen is a former faculty member of the New School University in NYC, where she taught a course in the Writing Program that she eventually developed into her book Archetypes for Writers: Using the Power of Your Subconscious. Van Bergen is also the author of The Twilight of Democracy: The Bush Plan for America. She has also published several scholarly law articles, including one on the 1801 electoral tie between Thomas Jefferson and Aaron Burr, here. [ jennifer.vanbergen@gmail.com ]
___________________________________________________________________________________

References

Adler-Kassner, L. & Estrem, H. (2007). Reading practices in the writing classroom. Council of Writing Program Administrators. WPA: Writing Program Administration, 31(1-2), 35-47, Fall/Winter 2007.

The Association of Writers & Writing Programs. (2008). AWP drector's handbook: Guidelines, policies, and information for creative writing programs.
http://guide.awpwriter.org/hallmarks/DirectorsHandbook2008.pdf

Browning, E.B. Aurora Leigh.

Curtiss, M., transl. (2006). Letters of Marcel Proust. New York, NY: Turtle Point Press.

Goodman, F.D. (1988). How about demons? Possession and exorcism in the modern world. Indianapolis, IN: Indiana University Press.

Hancock, P. (2008). Novel thinking. The Times Higher Education Supplement, No.1853, 38.

International Baccalaureate Organization (IBO). (2009a). Diploma programme curriculum. Retrieved March 23, 2009 from http://www.ibo.org/diploma/curriculum/.

International Baccalaureate Organization (IBO). (2009a1). Diploma programme curriculum: Core requirements. Retrieved March 23, 2009 from http://www.ibo.org/diploma/curriculum/core/.

International Baccalaureate Organization (IBO). (2009a2). Diploma programme curriculum. Group 1: language A1. Retrieved March 23, 2009 from http://www.ibo.org/diploma/curriculum/group1/.

International Baccalaureate Organization (IBO). (2009a3). Diploma programme curriculum. Group 3: Individuals and societies. Retrieved March 23, 2009 from http://www.ibo.org/diploma/curriculum/group3/index.cfm.

International Baccalaureate Organization (IBO). (2009a4). Diploma programme curriculum. Group 6: the arts. Retrieved March 23, 2009 from http://www.ibo.org/diploma/curriculum/group6/.

International Baccalaureate Organization (IBO). (2009b). What is the diploma programme? Retrieved March 23, 2009 from http://www.ibo.org/diploma/.

International Baccalaureate Organization (IBO). (2009a). Diploma programme curriculum. Retrieved March 23, 2009 from

Lawlor, R. (1982, 2000). Sacred geometry: Philosophy and practice. London: Thames & Hudson.

Moskovitz, C. & Petit, M. (2007). Insiders and outsiders: Redrawing the boundaries of the writing program. reading practices in the writing classroom. Council of Writing Program Administrators. WPA: Writing Program Administration, 31(1-2), 86-103, Fall/Winter 2007.

National Council of Teachers of English (NCTE). (2008). NCTE / IRA Standards for the English Language Arts. Retrieved January 27, 2009 from http://www.ncte.org/standards.

Plato. (n.d.). Republic. Quoted by Theon of Smyrna (2nd c. AD) in Mathematics useful for understanding Plato, quoted in Lawlor (1982).

Proust, M. (1971). The Past Recaptured. (A. Major, Trans.) New York: Vintage Books.

Van Bergen, J. (2007). Archetypes for writers: Using the power of your subconscious. Studio City, CA: Michael Wiese Productions.

United Nations International School (UNIS). 2008. Curriculum: Art. Retrieved March 22, 2009 from http://www.unis.org/academic_programs/curriculum/art/index.aspx.

United Nations International School (UNIS). 2008. Curriculum: English. Retrieved March 22, 2009 from http://www.unis.org/academic_programs/curriculum/english/index.aspx.

United Nations International School (UNIS). 2008. Curriculum: Music. Retrieved March 22, 2009 from http://www.unis.org/academic_programs/curriculum/music/index.aspx.

United Nations International School (UNIS). 2008. Mission and guiding principles. Retrieved March 22, 2009 from http://www.unis.org/about_unis/mission__guiding_principles/index.aspx.

Wiehardt, G. (n.d.). Choosing a creative writing program. Retrieved January 20, 2009 from http://fictionwriting.about.com/od/shortstorywriting/a/MFA.htm.

Williams, J.M. & McEnerney, L. (1995). Writing in college: A short guide to college writing. University of Chicago. Retrieved January 20, 2009 from http://writing- program.uchicago.edu/resources/collegewriting/.

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List of illustrations & Credits:

Part One:

"Gate into Secret Lives of the Past" (modified) at http://waynephoto.net/images/Gate%20into%20Secret%20Lives%20of%20the%20Past.jpg

Manga Vampire at http://media.photobucket.com/image/manga%20vampire/Raiyen/Vampire-Knight.jpg

Screaming

Faces ITWOP: http://www.songsouponsea.com/Promenade/ITWOP.JPG -- from www.songsouponsea.com/Promenade/Poseidon2.html

Planet Earth at http://propago.files.wordpress.com/2009/06/the-planet-earth.jpg

Part Two (Sacred Geometry):

Golden ratio (Fibonacci) : http://www.salpambernadas.com/images/golden_ratio/image19.gif

nautilus: http://www.o-dub.com/images/nautilus.jpg

Celestial sphere & axis: http://astronomy.swin.edu.au/cms/imagedb/albums/userpics/celestial-sphere-pic1.gif
transparent globe: http://common.csnstores.com/common/products/RB/RB1107_m.jpg