Transpersonal Orientation to Learning Scale (TOTL)

Strictly speaking, a scientific worldview is impossible because it treats only a part of the world.

As a probe into the way things are, science is a powerful but strictly limited instrument.

Only a nonscientific approach to mankind and the world can give us meaning, purpose, and a vision in which everything coheres.

Science can deal with instrumental values but not with intrinsic (ultimate) values.

As a human being, a scientist may become engaged with questions of life meanings, but his science will not help him answer such questions.

Scientific propositions leave the existential problems of life completely untouched.

Reality far exceeds what science will ever register.

People have a natural desire to experience altered states of consciousness.

We are on the verge of discovering and controlling a kind of biological energy that has to do with the occult, psychic phenomena, and other unusual occurrences.

Mystical experience is the source of all true art and science.

Humankind's consciousness of self is approximately halfway between subconsciousness of nature and the superconsciousness of spirit.

Through transformative spiritual or mystical experience a realm of exquisite order, intelligence, and creative potential can be revealed to nearly everyone.

It is only through the traditions of spiritual or mystical direct knowing that the true nature of reality can be glimpsed.

In mystical experience we see the way things 'are,' not how we wish them to be or analyze them to be.

Bodily death does not end individual consciousness.

Death is not the final end, but rather the entrance to a new existence.

Psychic phenomena remind us that we have access to a source of higher knowing, a domain not limited by time and space.

Social transformation results from personal/individual transformation-change from the inside out.

Transcendence through altered states of consciousness, paranormal phenomena, and spiritual disciplines should be included in public school curricula where appropriate.

Psychic phenomena, peak experiences, self-transcendence, spiritual growth, parapsychology, and Eastern psychologies all have their place in public education.

Research has indicated that working with imagery often has a beneficial effect on physical, emotional, mental, and spiritual well-being.

Children and youth in schools should be taught how to induce altered states of consciousness in themselves such as those states in psychic healing, parapsychological phenomena, yoga, biofeedback, and meditation.

Effective methods of mind/body control have been practiced in yoga for thousands of years and should be taught in our schools and colleges.

Directed fantasy trips and guided imagery have been practiced in yoga for thousands of years and should be taught in our schools and colleges.

Teachers who use fantasy journeys and guided imagery have a vital key to improved instruction.

Guided imagery and visualization techniques really work in improving instructional outcomes.

The use of fantasy gives students an imaginary experience which they can relate to the verbal, logical material usually presented in class.

Self-hypnosis should be used in public schools and universities to accelerate learning and to gain voluntary control over physiological functions.

We cannot really understand the world that lies outside of us without understanding the deeper spiritual and mystical aspects of ourselves.

Contemporary physicists are now scientifically describing reality in almost identical terms with the views of mystics from many different religious traditions.

Dreamwork, fantasy, biofeedback, body awareness, psychic abilities, and meditation should all be implemented in the classroom.

Guided fantasy is a very useful learning tool.

Teachers, parents, or counselors who are interested in opening up the world of fantasy for exploration by children should not overlook the fact that they too will benefit personally from the experience.

Fantasy is a tool for human growth and development which is effective and rewarding at any age.

Techniques like guided daydreams and sharing fantasies have very positive results in education.

Classroom sharing through fantasy exercises is a very effective way for students to integrate inner experience with outer reality.

Students in school should be taught that anyone can assert control over the healing process.

Spiritual, transpersonal perspectives should be incorporated into all aspects of a graduate program in psychology.

Various practices of meditation should be introduced into the public schools.

Students in schools should be taught how to establish and maintain contact with their inner cores, where unity with all life energy occurs.