Transcendence 3- Classroom Ascend and Transcend for the Student

Much of the activity surrounding transcendence, in the classroom and elsewhere, asks us to confront what we believe, or are told to believe.  Transcendence often requires overcoming limiting beliefs. The energy of transcendence is increased when we are held down by negative thoughts about ourselves – whether these thoughts have arisen within us or are provided by others. 

What has brought you here – to this moment?

Which set of limiting beliefs do you need to most transcend about your classroom experience – your own limiting beliefs or the beliefs of others?

Transcendence 2- Classroom Ascend and Transcend for Student

One aspect of transcendence that is often overlooked is that for something new to be created, something else must come to an end.  If your transcendent action is to become a more successful student, then many other actions will have to end, such as turning in assignments late or not studying for examinations.  

In the classroom setting, exposed as we are to new ideas and opportunities, it is easy to reach for the next best thing.  What we must equally understand, though, is that to create the space for newness to emerge, we must be willing to allow something else to end. 

What has brought you here – to this moment?




If you are to transcend your current state in the classroom, what actions must come to an end?


Transcendence 1- Classroom Ascend and Transcend for Student

The act of transcendence, coming as it does at the end of the Arc of Transcendence, does not happen by magic.  Transcendence is an act that requires the earlier steps to establish its course. 

Too many use “magical” thinking, not the willful and creative act of transcendence, to succeed in the classroom and elsewhere.  They believe that simply wishing or hoping for something new is enough.  Hope is not a strategy, though, for transcendence or for learning.    

What has brought you here – to this moment?


Where do you spend more time in the classroom, putting energy into hoping or putting energy into transcending?

Ascendance 3- Classroom Ascend and Transcend for the Student

With an ascendant perspective, you have the potential to be the right person, in the right time, in the right place, doing the right thing.

Much of our classroom experience is asking us to see beyond our own selves.  We are asked to study material unfamiliar to us, and we are frequently asked to engage in environments that may be new to us.

We are better served, if we understand the classroom environment is a place designed, not necessarily for “right” and “wrong”, but rather ascendance.  The classroom experience should push us past our limited perspective, not only related to the subject matter, but in our own development.  One of the greatest gifts the classroom can provide is the increased vision beyond one’s personal borders.

In the classroom experience, when have you been the right person, in the right time, in the right place doing the right thing?  When has someone else been that for you?

Ascendance 2 – Classroom Ascend and Transcend for the Student

Sometimes in the desire to get our needs met, we do not rise to the ascendant perspective.  We create harmful acts towards ourselves and others, and still, somehow expect positive results. Harmful acts never gain positive outcomes.  Likewise, positive actions, ones that speak to the “greatest good for all”, never result in harmful outcomes. The reason for this is the interconnectedness we all experience.  What we place outwards to others, returns to us.  With the ascendant perspective, we can use this interconnectedness to benefit, rather than harm, one another.         

What has brought you here – to this moment?

In the classroom setting, who have you helped recently?  Who has helped you?

Ascendance 1- Classroom Ascend and Transcend for the Student

For some, the idea of the “greatest good for all” is an idea that they come by quite naturally.  They are always considering others, before themselves.  You may be this type of student in the classroom, always sharing notes and offering to help.  This type of thinking certainly has its time and place. 

However, with the broader perspective of situations provided by ascendance, we must remember to include ourselves when choosing actions for the “greatest good for all”.   When you choose an action for the “greatest good for all”, know that the “all” includes you, too.

What has brought you here – to this moment?

In the classroom setting, are you more likely to be the person who leans on others or are you the person others lean upon?  How does your answer make you feel?

Awareness 1- Ascend and Transcend Classroom (Student)


 If you want to move from wondering “why” to knowing “how”, become aware. 

Awareness is the third step along the Arc of Transcendence.  Awareness follows choice, the specific decisions we make, and presence, our state of being that we bring to each moment. Choice and presence are not enough, though.  You can choose poorly and you can show up in ways that are not beneficial to anyone, including yourself. 

Awareness asks us to move a step further along the Arc of Transcendence, by assessing how our choices and presence create our actions in the world.   

What do you use to determine your actions in the classroom? Your feelings? Your goals?  Pleasing the teacher? Pleasing others?  How does your answer make you feel?

Teaching – Closure

Gratitude is an act of Transcendence.  Something new is created when we exchange our gifts with one another, both as giver and receiver. 

When you are a teacher, you are a gift to others.  In giving of yourself, you provide the possibility for the development and transformation of others that extends far beyond you.  Within your teaching experience, you free to manifest the transformative steps of the Arc of Transcendence in sharing the following: 

May your Choices, Presence, Awareness, Ascendance and Transcendence reflect the teacher you long to be. 

Relative to your teaching experiences, for what are you most grateful?

Teaching- Transcendence 4

The teaching experience is not built upon comfort, but rather upon the sense of possibilities inherent in Transcendence.      

Although we may all like the comfort that comes from teaching a consistent set of courses and curricular content over the course of several semesters, we need to recognize that this predictability must be balanced with a sense of possibilities for transformation within ourselves and our students.  When we become too comfortable, we can become resistant to evolution, within ourselves and our profession.  By engaging with the steps along the Arc of Transcendence, we are asked to reconsider our intentions.  Each step along the Arc of Transcendence propels us into learning something new about ourselves and our experiences within teaching.  Comfort is left behind, as Transcendence emerges. 

What motivates your teaching more – a sense of comfort or the desire for Transcendence? 

Do your students suffer because you long for the comfort of predictable teaching?  

Teaching – Transcendence 3

One thing that often needs to be brought to an end in order for Transcendence to emerge is our limiting thoughts, beliefs, and actions.  Each day, we only have so much energy to spend.  To Transcend and transform in our teaching experience inside and outside the classroom, we must be willing to let go of those energy expenditures that no longer serve us or others.  This is the only way in which to have energy available to do the work of transformation. 

Which set of limitations do you need to release in order to engage with the energy of Transcendence in your teaching experience?

What set of limitations must your students eliminate in order that they may have a more transformative experience in your classes?