Authenticity, an unprejudiced heart: Establishing equality, emotional intelligence, and empowerment within an educational system

This discovery explores the elements of authenticity within the role of teaching.; Four qualities of consciousness were discriminated by 16 professionals who had trained in Systems-Centered Therapy (Agazarian, 1997) following the experience of what Bion (1961) and Bennis and Sheppard (1956) named as the fulcrum "barometric event." Each participant was challenged to own his/her personal resources, to virulently express his/her hatred of authority towards the leader in contained equality of "personal authority": (1) Non-reflective Homogeneous Reality, a closed self centered defense that is unaware of context. (2) Reflective Homogeneous Reality, again unable to confront authority in equality, holding a victim role, paranoid and projective. (3) Non-reflective Heterogeneous Reality, confronted authority, remained cognitive, minimally able to reflect and transmute an internal reality having not realized the cost of not owning personal authority or integrated the experience of the barometric event. These participants were able to use SCT techniques. (4) Reflective Heterogeneous Reality, integrated 5 abilities within the transition from the final subphase of fight in the authority phase achieving the phase of intimacy (1997): (a) Able to relate and instruct the practiced of right brain emotional resonant intelligence; (b) Able to reality test within an awareness of collective contexts, self system, subsystem, and group as a whole; (c) Able to contain an embodiment of knowledge at the fork-in-the-road of decision; (d) Able to reflect and understand truth and reality from within contextual relativity; (e) Able to model personal authority---an example, the exploration of uncensored paranoia---a development to process and transmute projective material that demonstrated a commitment beyond narcissism.; Teacher candidates that demonstrate these skilled qualities in demonstrated operations during instruction facilitate emotional intelligence (Damasio, 1994), relating in equality (Cohen, 2002), autonomy in self-organization (Kauffman, 1995), in actualization (Maslow, 1998). These findings are consistent with quantum non-local theory (Zohar & Marshal, 2000); attachment theory (Bowlby, 1969), establishing right brain identity (Cohen, 2002), epistemic cognition (Kitchener, 1983), containing emergent qualities of contextual relativism (Perry, 1970; Salner, 1986), autonomy (Milgram, 1974), and awareness of Pygmailion effect (Rosenthal & Jacobson, 1968).