The Promise of Philosophy and the Landmark Forum

McCarl, Steven R.; Zaffron, Steve; Nielsen, Joyce McCarl; Kennedy, Sally Lewis

doi:10.2139/ssrn.278955

Cited by 5 publications

(4 citation statements)

References 13 publications

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“……It seems that when I go to ind my transparent I, I cannot; I only ind its footprints, its expression or exhibition-but never it itself. Yet I am sure of its being (Mccarl and Zafron et al 2001).…”

Section: He Sacred Self: Recognizing the Divine In Landmark Educationmentioning

confidence: 99%

“…As discussed above, the fundamental objective of the Landmark Forum is to create a space for transformation. Ultimately, this transformation is reliant upon participants' enlightenment as to the true nature of Self as ultimate creator, possessing ininite responsibility for the world: "…beyond the "you" that exists as a character in your story, there is you, the author or source of the story" (Mccarl and Zafron et al 2001). Brimming with overtones of mysticism, a description of the true Self, known within Landmark Education as "the Transparent I," demonstrates its esoteric nature:…”

Section: He Sacred Self: Recognizing the Divine In Landmark Educationmentioning

confidence: 99%

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Religiosity Rejected

Lockwood

2011

IJSNR

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As the descendant of Werner Erhard's 1970s Human Potential group est (Erhard Seminars Training), Landmark Education has continuously denied being a religious organization. Despite ample discourse on the religious nature of the group within popular online and print media, a conspicuous void within academia-particularly within Religious Studies-speaks volumes. Rarely are the boundaries of what constitutes a "religion" expanded in order to explore those groups that, though not understood to be "religious" in a traditional sense, clearly contribute to contemporary "spiritual" life. And yet, that Landmark Education is perceived as being somehow religious demands deeper analysis. his article highlights the problematics of "religion" within late Western modernity as illustrated by the contention surrounding the religious status of both Scientology and Transcendental Meditation. A discussion of Landmark Education is ofered in light of these issues, along with a dissection of the religio-spiritual dimensions of the organization and its primary product, the Landmark Forum. Incorporating several Eastern spiritual practices, the highly emotional nature of the Landmark Forum's weekend training is such as to create Durkheimian notions of "religious efervescence," altering pre-existing belief systems and producing a sense of the sacred collective. Group-speciic language contributes to this, whilst simultaneously shrouding Landmark Education in mystery and esotericism. he Forum is replete with stories of miracles, healings, and salvation apposite for a modern Western paradigm. Indeed, the sacred pervades the training, manifested in the form of the Self, capable of altering the very nature of the world and representing the "ultimate concern."

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Section: He Sacred Self: Recognizing the Divine In Landmark Educationmentioning

confidence: 99%

Section: He Sacred Self: Recognizing the Divine In Landmark Educationmentioning

confidence: 99%

Religiosity Rejected

Lockwood

2011

IJSNR

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“…In fact, the first three chapters constitute the core of the book as they lay out the fundamental "distinctions" that are necessary in creating new possibilities and new futures for both our personal lives and for any organization. As is the case with the ontological methodology of Landmark Worldwide, distinction (McCarl et al, 2001:52) is a vital linguistic tool that enables us to distinguish something about ourselves or about situation that we were not aware of before. In the terminology of Landmark Worldwide, distinction enables us to distinguish something in our blind spot; an area that we do not know that we do not know.…”

Section: -mentioning

confidence: 99%

A Review on “The Three Laws of Performance” and Landmark Education

Azgın¹

2018

TAKSAD

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This article aims to scrutinize and expose the contextual link between The Three Laws of Performance: Rewriting the Future of Your Organization and Your Life and the Landmark Worldwide (or simply Landmark). Enriched with numerous real-life examples from around the world, "The Three Laws of Performance" is an original and rare contribution to the field as it exposes the fundamental distinctions and transformative technologies offered by the Landmark courses to its readers. While reviewing the content of the book, the article also automatically elucidates the critical distinctions provided by Landmark such as "change versus transformation", "possibility", "racket", "internal voice", "completing the past", "default future", "generative language", "rewriting future", "life sentence", "ontological leadership", and "authenticity". In spite of its certain critical shortcomings, "The Three Laws of Performance" deserves credit for originally and powerfully subsuming many of the various distinctions taught in Landmark courses under the axiomatic principles dubbed "the three laws of performance."

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“…Landmark's approach to transformative education aims for personal freedom and related outcomes that are consistently valued by philosophers and educators. Indeed, "[t]hrough the enlightenment and transformation offered by the Forum, participants are able to harness the power of their 'transparent I' becoming creators of endless possibilities" (McCarl et al, 2001). "The world a teacher and his or her students create in a classroom, at any level of the educational system, can become a microcosm of a larger world in which people bring to life their potential.…”

Section: Producing Transformative Miraclesmentioning

confidence: 99%

Education Embraced: Substantiating the Educational Foundations of Landmark Education’s Transformative Learning Model

Heck

2015

IMJCR

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In 2011, Renee Lockwood offered a "dissection of the religio-spiritual dimensions of Landmark Education." Dissecting her argument suggested a narrow categorization of basic human experiences as religio-spiritual; literature cited was from religious studies-absent teaching and learning research. Key distinctions of NRMs (New Religious Movements)-and the brief mention of shifting boundaries of secular and sacred generally speaking in western culture-were overlooked. Most critiques were of the est training (est)-last offered in 1984, while The Landmark Forum (the Forum) was first offered in 1991. This critique employed instead research of both classic and contemporary scholars who study teaching and learning. Lockwood's dissection scalpel was ultimately a means to verify the educational substance of Landmark Education's (Landmark) self-described "breakthrough technology" (2015). Rather, Landmark's holistic, transformational approach to education is not only appropriate for a culture shaped by the aforementioned shifting boundaries, but also valuable for those concerned about 21 st century problems facing humanity.

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The Promise of Philosophy and the Landmark Forum

Cited by 5 publications

References 13 publications

Religiosity Rejected

Religiosity Rejected

A Review on “The Three Laws of Performance” and Landmark Education

Education Embraced: Substantiating the Educational Foundations of Landmark Education’s Transformative Learning Model

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