“I think a lot of people are afraid of being happy because of what others might think.”- Barbadian singer, actress, and businesswoman Robyn Rihanna Fenty (b. 1988). Here is BEYONDISM PREMIUM Premises for SELF-ACTUALIZATION (Soulfully Signing a Therapeautic Treaty with THYSELF) in regard to: REAPING the REFLECTION for LEARNING LOFTILY, to improve academic performance and social value.

Learning is LIFE. Growth is existence unfolding.

KNOW THIS ABSOLUTELY:

  1. SOCIETY has slaves: Addiction and Envy.
  2. UNDERSTAND weakness.
  3. MASTER discipline.
  4. MAKE awareness your weapon.
  5. AVOID identity traps.
  6. REJECT illusion.
  7. YIELD to WILLPOWER.

BEYONDIST EXPANSION:

S — Self-mastery births liberation.
U — Unchained minds create destiny.
M — Meaningful struggle refines identity.
M — Mind governs impulse.
A — Awareness dissolves illusion.
R — Responsibility fuels growth.
Y — Yield to evolution.

FURTHER BEYONDIST EXPANSION:

For many students in particular and most people in general, learning has not always been a joyous experience. But an inescapable TRUTH of human ‘existence’ is that, in the essential nature of things, learning is meant to be enriching; for it is growth, and growth is LIFE. A one persuasive skill every student should cultivate and nurture is the ability to perceive education as a nourishing part of one’s developmental process. “All education is bad which is not self-education”, so commented Canadian novelist and critic, Robertson Davies (1913 - 1995). The purpose of any progressive education is to facilitate the holistic development of an individual, as Irish poet, playwright, and wit, Oscar Wilde (1854 - 1900) taught: “Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught”. “To me, education is a leading out of what is already there in the pupil’s soul. To Miss Mackay it is putting in of something that is not there, and that is not what I call education, I call intrusion,” so quipped British writer of novels, short stories, poetry, and criticism Muriel Spark (1918 - 2006).

Intimately IRRIGATE your hallowed hope to CONTROL CONFLICT.

  1. SOCIETY has inevitably two kinds of SLAVES: the prisoners of ADDICTION and the prisoners of ENVY.
  2. UNDERSTAND: There is only one reason why people become addicted to drugs, they are bare weaklings.
  3. MOST psychiatrists concurs that only strong individuals are cured of addictions, and they cure themselves.
  4. MAKE sure you always remember this very simple Tamil proverb: “Alcohol drowns more people than water.”
  5. AMBROSE Bierce defined drug as: “An unlocked door in the prison of Identity. It leads into the jail yard.”
  6. REALLY, all SIN tends to be addictive, and the terminal point of addiction is what is called DAMNATION.
  7. YE shall count yourself the most WILLED creature, if you are able to quit from any sort of ADDICTION.

P
R
E
M
I
U
M

P — Prepare for growth.

PREPARE yourself to diligently REAP the creative ‘capacity’ for LEARNING LOFTILY.

  1. Preparing individuals and groups to live in a world of accelerating change is the purpose of education.
  2. Real education breaks out of the shakles of conformity pressure, to solve problems of modern LIFE.
  3. Education feed business with innovation, responsiveness and augments the motive of profit-making.
  4. Purely educated person learns how to learn, to adapt and change; realises that knowledge is secure.
  5. A reliance on process rather than static knowledge, is what makes any sense as a goal of education.
  6. Radical goal of education includes, but goes BEYOND, intellectualism, to include the whole person.
  7. Education’s goal is the same as that of psychotherapy; personal growth, towards full functionality.

R — Realise inner power.

REALISE that REAPING your innate ‘quest’ for LEARNING LOFTILY is in your ‘power.’

  1. Rote learning, as exemplified by the memorisation of nonsense syllables is utterly MEANINGLESS.
  2. Eschew learning which does not involve feelings or the whole person; occuring “from the neck up.”
  3. Affluent learning is ‘experiential’; it has MEANING and relevance; it is basically quick and retained.
  4. Learning in a real sense is self-initiated, personally involving, and includes attitude and behaviour.
  5. It is (education) evaluated by the learner in terms of personal needs - the locus is purely internal.
  6. Significant - personal, experiential - learning is one which makes a PSYCHIC difference to the person.
  7. Education MUST relate to Human Nature, by directly impacting on one’s personality predisposition.

E — Empower curiosity.

EMPOWER yourself to REAP your deep-rooted ‘freedom’ for LEARNING LOFTILY.

  1. Exploratory, curious, natural propensity for knowing, desirous of discovering, characterises humans.
  2. Most people, however, have an ambivalence towards learning, for it involves some difficulties or pain.
  3. Pain involved in learning is either connected with learning itself or in relinguishig earlier learnings.
  4. Overall, the satisfaction of boosting one’s potential overides the pain, and so the learning continues.
  5. When a subject is seen by the student as having relevance for one’s purposes, learning proceeds.
  6. Enhancement and maintenance of Self-Concept, are what makes a student to learn significantly.
  7. Reduction by as much as two-thirds or four-fifths of time, is made by learning a purposeful material.

M — Mediate fear.

MEDIATE your ‘choice’ to REAP the inescapable ‘prerogative’ of LEARNING LOFTILY.

  1. Materials which involves a change in Self-Organisation, seems threatening and so tend be resisted.
  2. Esteemed values, basic beliefs and affirmed attitudes, when questioned leads to a defensive attitude.
  3. Defensiveness may also arise upon realisation that one is behind in things, or is inferior in some way.
  4. Increase in resistance to learning may be facilitated by pressure, criticism, ridicule, or shaming.
  5. An accepting, understanding and supportive environment removes or decreases any threat and fear.
  6. This astutely allows the learner to take a few steps, or to try something and experience success.
  7. Experience is perceived in a differentiated fashion, and learning ensues when threat to the Self is low.

I — Indulge experience.

INDULGE yourself in REAPING your unexplored ‘ability’ towards LEARNING LOFTILY.

  1. Inhibition to learning is faclitated, or triggered by threat to the Self-Concept, and assisted by its lack.
  2. Negativity and threat disorganises thinking; leads to distortion of perception (a kind of tunnel vision).
  3. Due freedom from threat to one’s PSYCHIC security enables one to see the total and to examine it.
  4. Unthreatened, the serious student is able to “take it apart,” manipulate it, put it together and learn.
  5. Life or death threats can be responded to, with one’s powers, but threats to Self disturbs learning.
  6. Generally, threats leads to all-out effort to maintain the Self as it exists, but not to growth itself.
  7. Experiential involvement with practical (learning through doing) or real problems, promotes learning.

U — Utilise potential.

UTILISE your infinite ‘potential’ for REAPING the ‘compulsion’ of LEARNING LOFTILY.

  1. Under all circumstances, learning is facilitated as the student participates responsibly in the process.
  2. Truly choosing objectives and directions, one formulates problems and discovers one’s resources.
  3. In such a situation, one decides on and follows a course of action as a function of one’s experience.
  4. Living with consequences, maximises significant learning, which is self-directed and MEANINGFUL.
  5. Initiating oneself in learning involves the whole person of the learner; feelings as well as intellect.
  6. Such learning is the learner’s OWN, and becomes incorporated in oneself; it is the most persuasive.
  7. External or accepted authority - which are vulnerable to questioning - should not imprison you.

M — Monitor evolution.

MONITOR those ‘forces’ that militate against your ‘will’ to REAP LEARNING LOFTILY.

  1. MEANINGFUL and socially useful learning in the world, is the “learning of the process of learning.”
  2. Openness to experience as well as incorporation into oneself of the “process of change” is continual.
  3. Nourishing “change” is a central fact of modern LIFE, and therefore, learning MUST be continuous.
  4. Involving the whole person, significant learning creatively combines cognitive and affective elements.
  5. This is a unified learning, yet with awareness of different aspects; it separates not mind from heart.
  6. Obviously, knowledge without feeling is not knowledge; leads to indifference, and conceivably to ruin.
  7. Robust personal MEANING, relevance, and significance precisely involve feeling, attitudes and beliefs.