Forgotten Waters | Apprenticeship | Content

Confirm your unique leadership voice and style.

YEAR 1 Theory & Practice — YEAR 2 Practice & Coaching

YEAR 1

(3)  terms of study with weekly reading, writing, and on-line meetings composed of lecture and discussion, small projects, and in term four, a major project.

Prelude

1

2

3

4

January 16, 2019 Application Deadline

January 30, 2019 First tuition payment due

February 18, 2019 First assignment sent out

February 27, 2019 First assignment due

March 4 to June 2 — 2019 First class March 4

9 weeks Online Class and Exercises

4 weeks Reading break and Projects

June 3 to September 2 — 2019

9 weeks Online Class and Exercises

4 weeks Reading break and Projects

September 4 to December 2 — 2019

9 weeks Online Class and Exercises

4 weeks Reading break and Projects

December 4 to March 2 — 2020

Christmas Break

Term Project Proposal

Business Plan Development

Individual coaching session

YEAR 2

The second year will move toward self initiated projects in your community, supported by the ongoing exposure to other mentors, the peer group interaction, and closer coaching from me.

5

6

7

8

March 4 to June 2 — 2020

Fortnightly Online Class (5 Visiting Lecturers)

1-1 Coaching sessions / Special Projects

March 4 to June 2 — 2020

Fortnightly Online Class (5 Visiting Lecturers)

1-1 Coaching sessions / Special Projects

March 4 to June 2 — 2020

Fortnightly Online Class ( 5Visiting Lecturers)

1-1 Coaching sessions / Special Projects

March 4 to June 2 — 2020

Fortnightly Online Class (5 Visiting Lecturers)

1-1 Coaching sessions / Special Projects

SCHEDULE

Oh muse,
Must you strike
in morning rush hour?
In the midst of pancakes
cooking . . . school
lunches packing
lego pieces finding
Could you not come in the
quiet
Moments of the day
to whisper in my ear
your sweet kisses?

Rowena Coshan

 

A dynamic equilibrium between scholarship, practice, and integration

The first three terms of year one follow a disciplined approach to create a common ground of knowledge.

Reading gives an access to a wide variety of perspectives on the issues covered. By writing, you are practicing the articulation of your own voice, a necessary devotion of making your craft effective in community. Writing helps you clarify your own thoughts. What you write also gives me an understanding of what you are thinking about and working through in relation to the material. Expect about an hour of reading (occasionally video) and then to spend about 1 hour writing about 300 words. 

There will also be practical assignments. You will be developing your own unique language of communication with nature, the elements, the spirits and ancestors. These must be carried out with a sense of integrity to your own level of development, and working on your own level of competence.

There will also be 5 assignments (one from each element) to offer something to a small group of friends. For those currently in a leadership practice, the challenge will be to extend your horizons by significantly incorporating your new knowledge.

The term 4 project will integrate what you have been learning, focussing on a particular kind of elemental medicine (though all are involved in any one event or ritual), and inviting a larger group of about 20 people to experience the community ritual event that you organize and lead.

Year 2 is very different. We will be joined by guest teachers, a total of 20, for a session focussed very particularly on their way of working with ritual in groups within the circumstances of modernity, and with differing jobs—storytelling, dance, music, ceremony, healing work. This is meant to both extend your knowledge as a generalist and to confirm the unique character of your own style as it refines.

In the second year, there are no written assignments or required reading, rather, the emphasis is placed on work in your own practise with the support of the peer group, and coaching with me. In this year, we will spend 1 hour per month of one on one time.

In general, Year 2 moves further toward self initiated projects, and you are encouraged to organize one event per month and document it with testimonials and reflection.

Completion of the work will be rewarded by a certificate of completion and written endorsement from me.

ACTIVITIES

The world is so big—
Perhaps we could
volunteer . . . 
To step off the edge
 

What is covered in the course of the study?

The curriculum delivery reflects a tension between "principle centred" and "curiosisty driven." What this means in practice is that it is able to respond with appropriate agility to the real circumstances of participant's lives and the promptings of the spirit world while simultaneously building the foundational blocks of knowledge.

Each of the first three terms will have a thematic unity, though, as mentioned above, topics will emerge as needed as well.

Term 1 — Undertaking the Funeral of Trailblazing​

The Knowledge of Protection and Talismanic Medicine

Helpers from the Other World: Totems Allies and Ancestors

Panpsychism in a Cosmos of Elements

 

The Singular Hero and the Dreamtime of Communitas

Trancing in and Trancing out: Consciousness and the Apparent

Mythic Nature and the Living World: Archetypes, Gods and Giants

 

Civilization, Agriculture, Empire and Colonization

Welcoming Medicine and the Earth Spirits

Anatomy of a Ritual

Term 2 — The Lost Forever Dragon and the Wellspring of Sorrow

Emotional Navigation: Complexes, Neurosis, Desire, Longing

Grief and Praise: Poetry, Oratory,

Logos, Eros, Feminine, Masculine

 

Cultural Appropriation, Cultural Emergency, Cultural Legacy

Wild Genius and the Problem with Daimons

Divination, Navigation, Feeding the Holy

 

Waters of Life and Waters of Death

Royalty, Warriors, Lovers and the Lost Forever Dragon

Taboos, Allegiances, Meaning and Freedom

 

Term 3 — Reweaving the Tapestry of Wilderness

 

Vision, Current Reality, Creative Process, Art

Slow Self Care and Urgent Boundaries

Choreography, Movement, Complexity, Homeostasis

 

Edges, Centres, Squircles and the Authority of Initiation

Resume of the Spirit, Resume of the Soul

Earning and Claiming Territory

 

Opportunistic Facilitation and Emergent Curriculum

Group Dynamics and Keeping Tabs in High Tolerance Arenas 

Trickster Wisdom and the Necessity of Humour

CURRICULUM

"Because one day you turned
Towards the centre
Which was not you
And you planted
Some seeds
Sang songs for the Holy"

Rachelle Lamb

"Rickety Spoke"

 

What can delivering water look like as vocation and service?

Some of many possible examples of subjects to work with:

EARTH — issues of welcoming, abundance, and community.

MINERAL — working with life purpose, myth, and storytelling.

WATER — movement, emotion, grief, attention, relating.

FIRE — ancestors, boundaries, ceremony, traditional knowledge.

NATURE — initiation, play, totems, nature immersion, ritual.

Applying the knowledge of water carrying means bringing back something meaningful to community.

 

A leader, healer, or facilitator of "sacred space" events can (and must!) apply the traditional cultural understandings of the above issues in their own way, suited to their own proclivities and community sensibilities. We are not after some kind of "purity," rather, meaningful application and change that is helpful to actual people.

Because a foundational principle is the idea that each person has their own unique connection with the Other World and nature, the idea is that unique forms of practice and work will emerge or refine from the process, incorporating particular influences and talents. 

By the end of the 24 months, you should have a good body of work to continue developing, written materials you could draw on for something like a website, testimonials from people who have attended your events, and a great group of peers and mentors.

OUTCOMES

 
"Life is sculpting you with 
Tender
brutal
hands of Love
 
This is the pathless path
This is the journey
into the Wild"

Maya Luna

"Into the Wild"