Module 3
Introduction
In Module 3, we turn inward to ask, “Why am I the way I am?” Building on the Conscious School’s mystical lineage, this module invites students to disidentify from ingrained self-images, conditioned programs, and emotional contracts. By learning to step back from thoughts, narratives, and roles, facilitators cultivate the spacious witness that underlies true transformation.
In Module 3, we turn inward to ask, “Why am I the way I am?” Building on psychology and onthology, this module invites students to disidentify from ingrained self-images, conditioned programs, and emotional contracts. By learning to step back from thoughts, narratives, and roles, facilitators cultivate the spacious witness that underlies true transformation.
Practice conscious disidentification from mental content, social roles, and personal narratives and tune in to the Self with capital S.
Map core parts, wounds, and protective strategies via Internal Family Systems (IFS), the Self, the protectors, managers, firefighters and exiles.
Learn to interrupt the pattern by slowing down into mindfulness, tracking the body-based indicators of the belief, and making the belief conscious through a simple, precise “experiment” that evokes an immediate reaction.
Whole Brain adds a clear, brain-based lens to our identity map by describing four predictable “inner characters” (Left Thinking, Left Emotional, Right Emotional, Right Thinking).
identity is shaped by wounds and conditioning, how protective strategies form around them, and what they cost over time.
Practices for observing and releasing identification with habitual thoughts, social roles, and emotional reactivity.
Mapping your Protectors, Exiles, and Self to recognize burdens and practice “unblending” into compassionate leadership.
Identifying common protective patterns—rigidity, avoidance, performance—and understanding their adaptive costs and the wounds they guard.
Exploring the developmental and egoic sephirot (with a focus on Yesod’s relational dynamics) as a multidimensional map for parts work.
Applying pendulation, titration, and felt-sense tracking to support nervous system regulation and release trauma.
Two complementary pathways of development and integration
Each day, students will journal on prompts like “Which role-story am I fused with right now?” and “Where in my body do I feel the exile’s pain?” Somatic Experiencing exercises (titration and resourcing) pair with IFS mapping to help participants disembody from old narratives and begin to inhabit the calm center of the Self. Peer dyads support one another in noticing habitual reactivity and practicing compassionate unblending from triggered parts.
Evening integration circles weave together mystical inquiry, IFS insights, and somatic regulation. By sharing disidentification practices and reflecting on body-mind feedback, students learn to guide clients out of identification with trauma material. Emphasis is placed on using the facilitator’s own disidentified presence to model calm, curiosity, and ethical containment in both therapeutic and ceremonial containerings.
Wednesday Evening – Sunday Evening
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Evening
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Evening
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Wrap up sharing circle and final thoughts on the school.
By the end of Module 3, students will have experientially dismantled key self-programs, embraced a disidentified witness posture, and integrated IFS and Somatic Experiencing tools—laying the groundwork for authentic presence in service of others.
Transcendent Psychology • Facilitator Training Program