medicine wheels, principle-centred development, guiding principles for community development,...

Great NationsAre The

Natural ResultOf

Great People

© 2006, Four Worlds International www.fwii.net

The Medicine Wheel

This is an ancient symbol used byalmost all the Native people of Northand South America. There aremany different ways that thissymbol is used: the fourgrandfathers, the four winds, thefour directions, the four stages of lifeand many other things that can betalked about in sets of four. Just likea mirror can be used to see thingsnot normally seen (like behind us,or around a corner), the medicinewheel can be used to help us see orunderstand things we can’t quite seeor understand because they areideas and not physical objects.

© 2006, Four Worlds International

FireFire

WaterWaterWater EarthEarth

AirAir

The Medicine WheelThe Medicine Wheel

The medicine wheel teaches us that thefour elements, earth, air, fire andwater, are all part of the same physicalworld. All must be respected equallyfor their gift of life.


We can think of the human family as havingfour symbolic races; red, yellow, white andblack. The medicine wheel teaches us thatthe four symbolic races are all part of thesame human family. All are brothers andsisters living on the same Mother Earth.

WhiteWhite

BlackBlackBlack RedRed


YellowYellowYellow


MentalMental

Physical SpiritualSpiritual

EmotionalEmotional


Human Beings have four interrelated potentialities, mental, physical, emotional, and spiritual, that are actualized through volition.

Volition

InfancyInfancy

Elderhood ChildhoodChildhood

AdulthoodAdulthood


Human Beings develop in four interrelated stages; infancy, childhood, adulthood, and elderhood.

individualindividual

worldworld familyfamily

communitycommunity


PROPOSITION All dimensions of human potentially are inter-related and inter-dependent.

Well-being in any one of the many dimensions of human life is inseparably linked towell-being in all the others.

Reflection:

Economic Physical Spiritual Cultural

Emotional

Social

Political

Mental


volitionvolition

participationparticipation

visionvision


Political/ideologicalenvironment

political

conversationalenvironment

mental

emotionalindividual

Emotional supportenvironment family

socialcommunity

socialenvironmentworld

econ

om

ic and

ecolo

gica l

e nv iro

nm

ent

eco

no

mic

Ph

ysicalen

viron

men

t

Ph

ysic

al

Volitionparticipation

Vision

valu

es

enviro

nm

ent

spiritu

al

cultu

ral

Mu

l ti cu

lt ural

envir o

nm

ent


© Copyright 2006, Four Worlds International

The 5 Dimensions of WorkThe 5 Dimensions of Work

VOLITION SPIRITUALMATERIAL

INTELLECTUAL

EMOTIONAL

The Five Dimensions of Work

1. Material: concerned with physical issues such as efficiency, equipment, comfort, safety and adequate pay.

2. Intellectual: includes the collective intelligence of employees plus their continuing drive for furtherdevelopment and learning, as well as abilities toeffectively use available resources, to plan productivelyand to be on the cutting edge.



3. Emotional: involves the interpersonal workenvironment, how well people get along with each otherand how effectively they can be a team. Research showsthat effective teams usually need members to be concernedwith the process skills of support, listening, positivefeedback and lack of defensiveness, all of which requiremembers with mature emotional development.



4. Volitional: the desire or will to change for the better.We may know that some other behavior would be healthierbut we may lack the will to change it. One psychiatristwrote that the hardest thing for his patients was not tochange but to decide to change. Once the will was there,change was relatively easy.

5. Spiritual: concerned with moral issues, such as justiceand respect, and working toward empathy. Understandseach member to be a unique human being, a sacred soulwith dignity.



Organizational Change in the Five Dimensions of Work

Dimension Organizational Change

1. Physical Work designWorking conditionsExtrinsic rewards money, bonusesFinancial well-being of organization

2. Intellectual (Most organizational change takes place in the first two dimensions.)

Challenging workTraining to see job differentlyQuality emphasisInnovation and creativityNew responsibilitiesOpportunities to learn and developFreedom-to-fail environment


Organizational Change in the Five Dimensions of Work

Dimension Organizational Change

3. Emotional (A small portion of change or training programs deal with this dimension.)

Supportive working relationsMutually respectful relationships with the bossAppreciation for work done

4. Volitional (Attention given here to resistance to change and sacrifice.)

Desire for changeWillingness to make necessary sacrificesTop levels ready to change and make real sacrifices, too

5. Spiritual (Organizational change in this dimension is quite rare, yet it is necessary to bring long-term health to the company.)

Capacity and willingness to loveIntegrity, trustworthiness, and respect up and down the organizationJustice at all levelsNobility and dignity of workers acceptedWisdom of love: love others as yourself


Questions for Examining the Material Dimensions of WorkQuestions for Examining the Material Dimensions of Work

1. Does your organization operate mostly in the black?

*2. Are you in continuous financial crisis?

3. Do you have the resources to pay your employees decently? (Not do you actually pay them, merely could you.)

*4. Are compensation differentials between top and bottom excessively large? Increasing?

*5. Is there a high turnover rate for employees?

6. Are the places of work (factories, offices) clean, comfortable, well kept, and adequately furnished?

7. Is the equipment used modern, efficient and safe?

Note: * indicates negative scoring.


Questions for Examining the Intellectual Dimensions of WorkQuestions for Examining the Intellectual Dimensions of Work

1. Do your employees keep up with cutting-edge technology?

2. Do you spend adequate resources to send people for continuing education or to important professional conferences?

3. Is spending on continuing education as a percentage of sales increasing?

4. Are employees able to get reference materials, books, journals, and magazines that will help them learn more about their work and the environment?

5. Do you reward employees who continue to learn?

6. Are people happy to learn (rather than having to be coerced)?

7. Do other organizations respect the knowledge of your employees?

8. Do you respect the knowledge of your employees?

*9. Do employees often lack the necessary competence to complete projects adequately and on time?


Questions for Examining the Emotional Dimensions of WorkQuestions for Examining the Emotional Dimensions of Work

1. Do there seem to be high levels of job satisfaction?

2. Do people enjoy working with each other?

3. Do employees like one another?

*4. Are there a disproportionate number of problems with depression, alcoholism, and frequent, even violent, outbursts.

*5. In meetings, do people behave defensively or with power plays?

*6. Are people afraid to bring up in meetings what they really feel?

*7. Is there frequent concern about “not upsetting the boss”?


Questions for Examining the Volitional Dimensions of WorkQuestions for Examining the Volitional Dimensions of Work

1. Is there a willingness to look at the new ways of doing things?

2. Do you rarely hear “It won’t work” or “That’s impossible to do”?

3. Is there a high level of energy on new projects?

*4. Do workers put energy into maintaining the status quo?

*5. Are new programs met with many complaints and much resistance?


Questions for Examining the Spiritual Dimensions of WorkQuestions for Examining the Spiritual Dimensions of Work

1. Is there an acceptance and assumption of integrity among coworkers and bosses?

2. Do people trust one another? Do they trust management?

*3. Do employees feel exploited or treated unjustly?

4. Do those you serve expect and get a quality product and service?

*5. Is cynicism common among employees?

6. Do people joyfully help one another?

*7. Is there a lot of backbiting?

*8. Are there political fights? Political intrigues? Political posturing?

9. Is there an openness of communication that depends on a deep level of trust and commitment?


Questions for Examining the Spiritual Dimensions of WorkQuestions for Examining the Spiritual Dimensions of Work

*10. Do people say different things to different people?

11. Is there a unity of “theory” and “practice” (i.e., do managers practice what they preach)?

12. Can groups discuss problems and handle conflict in a competent and dignified manner?

13. Is there a “spirit” of service to one another, to clients, to suppliers?

A Principle Centered Approach In our field experience we have learned through a process ofaction and systematic reflection on the results of that action toturn to principles as a reliable guide for determining what todo and how to do it effectively. It is all too easy to react topeople and situations in ways that do not serve the overallpurpose of fostering sustainable well-being and prosperity. Aprinciple-centered approach is a way of working that forces usto look again and again at what we are really trying to achieve,as well as what is really required for development processes tobe effective. By comparing our plans, and our own actions inthe field to known development principles we are able tocontinually adjust our strategies and refine our practices. Inessence our growth and development as practitioners isdirectly linked to our use of principles to guide and evaluateour thinking and our action.


Principle #1:

Human beings cantransform their

worlds

The web of our relationships with others and thenatural world, which has given rise to the problemswe face as a human family, can be changed.

Principle #2:

Development comes from within

The process of human and community development unfolds from within each person, relationship, family, organization, community or nation.

Principle #3:

Healing is anecessary part of

development.

Healing the past, closing up old wounds and learninghealthy habits of thought and action to replacedysfunctional thinking and disruptive patterns of humanrelations is a necessary part of the process of sustainabledevelopment.


DISCHARGE INDICATIONS AND SEQUENCE CHART

“Kind” of Painful Emotion Tension Manifestation During Discharge

ZEST (absence of painful Emotion) Happy relaxation, turning of attention away from experience of hurt.

BOREDOM Laughter, Animated Talking, Reluctant Talking

LIGHT ANGERS Laughter, warm perspiration

HEAVY ANGERS Angry noises, violent movements, warm perspiration

LIGHT FEARS

(Embarrassments) Laughter, cold perspiration

HEAVY FEARS Trembling, shivering, cold perspiration, active kidneys

GRIEFS Tears, sobbing

PHYSICAL PAINS AND TENSION Yawns, stretching, scratching


DISCHARGE INDICATIONS AND SEQUENCE

The client will begin substantial discharge as close to the bottom of the painful emotion part of this chart as the tensions exist in that particular pattern and/or as he is able to discharge and will then tend to move upward on the chart as regularly as his particular discharge inhibiting patterns permit.


Patterns of Abuse in Aboriginal Boarding and Patterns of Abuse in Aboriginal Boarding and Residential SchoolsResidential Schools

The patterns of abuse in Aboriginal and Residential Schools in North America, researched and documented by the Four Worlds International Institute for Human and Community Development and other Aboriginal research groups in Canada and the United States, include the following:


Physical AbusesPhysical AbusesSexual assault, including forced sexual intercourse between men and women in authority and girls and/or boys in their charge;

Forced oral-genital or masturbatory contact between men or women in authority and girls and/or boys in their charge;

Sexual touching by men or women in authority of girls and/or boys in their charge;

Performing private pseudo-official inspections of genitalia of girls and boys;

Arranging or inducing abortions in female children impregnated by men in authority;

Sticking needles through the tongues of children, often leaving them in place for extended periods of time;

Inserting needles into other regions of children’s anatomy;

Burning or scalding children;


Physical Abuses (cont’d)Physical Abuses (cont’d)Beating children into unconsciousness;

Beating children to the point of drawing blood;

Beating children to the point of inflicting serious permanent or semi- permanent injuries, including broken arms, broken legs, broken ribs, fractured skulls, shattered eardrums, and the like;

Using electrical shock devices on physically restrained children;

Forcing sick children to eat their own vomit;

Unprotected exposure (as punishment) to the natural elements (snow, rain, and darkness), occasionally prolonged to the point of inducing life-threatening conditions (e.g., frostbite, pneumonia);

Withholding medical attention from individuals suffering the effect of physical abuses;

Shaving children’s heads (as punishment);


Psychological/Emotional AbusesPsychological/Emotional AbusesAdministration of beatings to naked or partially naked children before their fellow students and/or institutional officials;

Public individually directed verbal abuse, belittling and threatening;

Racism;

Performing public strip searches and genital inspections of children;

Forced removal of children from their homes, families and people;

Cutting children’s hair or shaving their heads (as policy);

Withholding presents, letters and other personal property of children;

Locking children in closets, sometimes for extended periods (as punishment);

Segregation of the sexes;


Psychological/Emotional Abuses(cont’d)Psychological/Emotional Abuses(cont’d)Proscription of the use of Aboriginal languages;

Proscription of the following of aboriginal religious or spiritual practices;

Eliminating any avenue by which to bring grievances, inform parents or notify external authorities of abuses;

Forced labour

Long-term isolated confinement


Enforcing Unsuitable Living ConditionsEnforcing Unsuitable Living ConditionsStarvation (as punishment);

Inadequate nutrition (e.g., nutrition levels below that of needed for normal growth and subsistence);

Providing food unfit for human consumption;

Exploiting child labour;

Forced labour under unsafe working conditions;

Inadequate medical services, sometimes leading to children’s deaths;


Omissions of Action - Church InactionOmissions of Action - Church InactionFailure to bring local incidents of abuse to the attention of higher church authorities;

Failure to bring local incidents of abuse to the attention of federal and appropriate provincial governmental authorities;

Failure to protect children under their care from the sexual predations and physical and emotional abuse from other children also attending Residential School;

Failure to remove known sex offenders from positions of supervision and control of children;

Acquiescence to federal funding levels below those the churches themselves believed necessary for operation;

Starvation (as a cost-cutting measure);

Neglect of their educational mandate;


Omissions of Action - Government InactionOmissions of Action - Government InactionFailure to adequately inspect or otherwise maintain effective supervision of institutions into which their legal wards had been placed;

Failure to fund church schools at levels sufficient for maintaining the physical health of their legal wards;

Failure to live up to the spirit of treaties signed promising education for Aboriginal Peoples;

Collaboration with church officials in covering up the criminal behavior of officials, both governmental and ecclesiastical;

Removal or relocation of internal personnel critical for Residential School conditions.

*Excerpts from: The Circle Game, Rowland D. Chrisjohn, Ph.D., & Sherri L. Young, MA., 1994

Principle #4:

Justice

Every person (regardless of gender, race, age,culture, religion) must be accorded equalopportunity to participate in the process of healingand development and to receive a fair share of thebenefits.

Principle #5:

No Vision, NoDevelopment

A vision of who we can become, and what a sustainableworld would be like, works as a powerful magnet,drawing us to our potential.


THE PROCESS OF HUMAN DEVELOPMENTSTEPPING INTO AN EVER RENEWING VISION OF HUMAN

POSSIBILITY

VISION

THE FOUR WORLDS DETERMINANTS OF HEALTH FOR HEALTHY AND SUSTAINABLE INDIGENOUS

COMMUNITIES

These determinants of health for Indgienous Communities have emerged from direct consultation with hundreds of Indigneous communities across the Americas.

1. BASIC PHYSICAL NEEDS- adequate nutrition, clothing, shelter, pure drinking water, sanitary waste disposal and access to medical services.

2. SPIRITUALITY AND A SENSE OF PURPOSE -connection to the Creator and a clear sense of purpose and direction in individual, family, and community life, as well as, in the collective life of the nation.


3. LIFE-SUSTAINING VALUES, MORALS AND ETHICS -guiding principles and a code of conduct that informs choices in all aspects of life so that at the level of individuals, families and institutions.

4. SAFETY AND SECURITY -freedom from fear, intimidation, threats, violence, criminal victimization and all forms of abuse both within families and homes in all other aspects of the collective life of the people.

5. ADEQUATE INCOME AND SUSTAINABLE ECONOMIES-access to the resources needed to sustain life at a level that permits the continued development of human well-being, as well as, processes of economic engagement that are capable of producing sustainable prosperity.


6. ADEQATE POWER -a reasonable level of control and voice in shaping one’s life and environment through processes of meaningful participation in the political, social and economic life of one’s community and nation.

7. SOCIAL JUSTICE AND EQUITY -a fair and equitable distribution of opportunities for all, as well as, sustainable mechanisms and processes for rebalancing inequities, injustices,and injuries that have or are occurring.

8. CULTURAL INTEGRITY AND IDENTITY -pride in heritage and traditions, access to and utilization of the wisdom and knowledge of the past, and a healthy identification with living processes of one’s own culture as a distinct and viable way of life for individuals, families, institutions, communities, and nations.


9. COMMUNITY SOLIDARITY AND SOCIAL SUPPORT -to live within a unified community that has a strong sense of its common oneness and within which each person receives the love, caring and support they need from others.

10. STRONG FAMILIES AND HEALTHY CHILD DEVELOPMENT -families that are spiritually centered, loving, unified, free from addictions and abuse, and which provide a strong focus on supporting the developmental needs for children from the time of conception through the early years and all the way through the time of childhood and youth.

11. HEALTHY ECO-SYSTEM AND A SUSTAINABLE RELATIONSHIP BETWEEN HUMAN BEINGS AND THE NATURAL WORLD -the natural world is held precious and honoured as sacred by the people. It is understood that human beings live within nature as fish live in water.


12. CRITICAL LEARNING OPPORTUNITES -consistent and systematic opportunities for continuous learning and improvement in all aspects of life!

13. ADEQUATE HUMAN SERVICES AND SOCIAL SAFETY NET -programs and processes to promote, support, and enhance human healing and social development, as well as to protect and enable the most vulnerable to lead lives of dignity and to achieve adequate levels of well-being.

14. MEANINGFUL WORK AND SERVICE TO OTHERS -opportunities for all to contribute meaningfully to the well-being and progress of their families, communities, nations, as well as, to the global human family.


Principle #6:

AuthenticDevelopment is

Culturally Based

Healing and development must be rooted in the wisdom,knowledge and living processes of the culture of thepeople.

Principle #7

Interconnectedness

Everything is connected to everything else. Therfore, any aspectof our healing and development is related to all the others(personal, social, cultural, political, economic, etc.). When wework on any one part, the whole circle is affected.

Principle #8

No Unity, NoDevelopment

Unity means oneness. Without unity, the common oneness thatmakes (seemingly) separate human beings into ‘community’ isimpossible. Disunity is the primary disease of community.


The New Management Virtues As

Foundations for Management Practices

UNITY

TRUSTWORTHINESS

SERVICE AND HUMILITY

RESPECT AND DIGNITY

JUSTICE


The New Management Virtues as Foundations for Management Practices

New Management Virtue Management Concepts Behavioral Outcomes

Trustworthiness Stewardship/Management accountability

Managers assume honestyCustomers, employees expect integrity and no scandals or misuse of fundsToward Ethical Behavior

Unity Creating shared vision

Commitment

Reciprocity

Unanimity in important decisionsCustomers satisfactionROI as only one performance measureManager controller to coach Consulting when management really listens, respect for authority



Respect and Dignity Empowerment

Consensus decisions

Commitment leadership

Job enrichmentSociotechnical systemsGroup-centered problem solvingSelf Managed teamsManager as mentor, coachUtilization of discretionary effort

Justice Profit Sharing

Equal Opportunity

Employee ownership, bonusRemoval of barriers to equal opportunity



Service and Humility Community orientation

Quality movement

Sharing power; developing talented subordinates

Quality: communities view, systematic approach to understanding, satisfying internal, external communityContinuous improvementZero defect goalService mentality: learning to be a servant


Factors that May Influence Respect and Dignity in Organizations

Builds Respect and Dignity Blocks Respect and Dignity

Within My Control

1. I allow people to make their own decisions and to have the freedom to fail.

2. I try to show appreciation for work well done.

1. I have been accused of being insensitive at times and not noticing what demotivates my employees.

2. When I am pushed against a deadline, I push others too hard, too.


Factors That May Influence Respect and Dignity in Organizations


Outside My Control

1. The organization has a good incentive program.

2. People are expected to succeed and are treated with a positive sense of optimism.

1. Sometimes top management gets stuck in its own ideas and forgets the impact of the rest of the company.

2. People in a few departments complain that their ideas are stolen by management and not given due credit.


What Factors Influence Respect and Dignity in My Organization?


Within My Control

Outside My Control


Factors That May Influence Justice in Organizations

Builds Justice Blocks Justice

Within My Control

1. When there were some cutbacks, we discussed options as a group and came to a decision.

2. If there is a conflict, I try to listen to both sides before making any decisions.

1. I have been known to spend more on myself than others get for nice furniture and travel.

2. Last year I discontinued some privileges of a few people, who called it unfair.

Outside My Control

1. Insiders are given preference for openings

2. Most people feel they have a voice to air grievances.

1. Outsiders get higher salaries if they are brought in for a position

2. We had cutbacks recently when our top management got hefty bonuses.


What Factors Influence Justice in My Organization?

Builds Justice Blocks Justice

Within My Control

Outside My Control


Factors That May Influence Unity in Organizations

Builds Unity Blocks Unity

Within My Control

1. My unit has a reasonably good shared vision

2. We try to use consensus for most decisions in my unit.

3. There is a minimum of subgrouping in my unit.

4. I discourage backbiting.

1. Sometimes I am impatient and don’t search out all views in meetings.

2. When I am too attached to an idea, I have a hard time listening to others.

Outside My Control

1. Strong company spirit exists.

2. Frequent social events are planned and attended.

1. There are too many cliques in our organization.

2. Too much political maneuvering takes place.


What Factors Influence Unity in My Organization?

Builds Unity Blocks Unity

Within My Control

Outside My Control

Principle #9:

No Participation,No Development

Participation is the active engagement of the minds,hearts and energy of the people in the process of theirown healing and development.

FOUR WORLDS PRINCIPLES FOR CONSULTATION

Purpose

• Create team commitment, trust among diverse participants

• Identify opportunities and solve problems

• Determine the best course of action

Ten Principles for Success

1. Respect each participant and appreciate each other’s diversity. This is the prime requisite for consultation.

2. Value and consider all contributions. Belittle none. Withhold evaluation until sufficient information has been gathered.*

3. Contribute and express opinions with complete freedom.

4. Carefully consider the views of others --- if a valid point of view has been offered, accept it as your own.

5. Keep to the mission at hand. Extraneous conversation may be important to team building, but it is not consultation, which is solution driven.


FOUR WORLDS PRINCIPLES FOR CONSULTATION

Ten Principles for Success (cont’d)

6. Share in the group’s unified purpose --- desire for success of the mission.

7. Expect the truth to emerge from the clash of differing opinions. Optimum solutions emerge from diversity of opinion.

8. Once stated, let go of opinions. Don’t try to ‘‘defend’’ your position, but rather let it go. Ownership causes disharmony among the team and almost always gets in the way of finding the truth.

9. Contribute to maintaining a friendly atmosphere by speaking with courtesy, dignity, care, and moderation. This will promote unity and openness.

10. Seek consensus. But if consensus is impossible, let the majority rule. Remember, though, that decisions, once made, become the decision of every participant. After the group has decided, dissenting opinions are destructive to the success of the mission. When decisions are undertaken with total group support, wrong decisions can be more fully observed and corrected.


Principle #10:

The hurt of one isthe hurt of all; the

honour of one is thehonour of all.

The basic fact of our oneness as a human familymeans that development for some at the expense ofwell-being for others is not acceptable or sustainable.

Principle #11:

Spirit

Human beings are both material and spiritual in nature.It is therefore inconceivable that human communitycould become whole and sustainable without bringingour lives into balance with the requirements of ourspiritual nature.


Who does not trust Who does not trust enough will not be enough will not be

trusted.trusted.

-Lao Tsu

Is It Spiritual?

Programs, HR Policies, or Behaviors of Managers

Questions to Ask

1. Is it trustworthy? (Is it honest andtransparent?)

2. Does it create unity?3. Does it maintain dignity?4. Are my intentions pure? Am I detached?5. Is it just?6. Is it done in a spirit of service?7. Does it show humility?8. Would I be ashamed if others knew about it?9. Does it demonstrate and develop competence?

10. Would I want to be treated this way? Would the other person(s) want me tobehave this way (Wisdom of Love)?

Situation 1/ProposedBehavior




Principle #12:

Morals and Ethics

Sustainable human and community developmentrequires a moral foundation. When morals declineand basic ethical principles are violated,development stops.


Four Worlds International InstituteFour Worlds International InstituteSuggested Qualities of Principle-Centered LeadersSuggested Qualities of Principle-Centered Leaders

1. Spiritually centered - actively in a relationship with the Creator

2. Morally strong - lives a good moral life, suitable to stand as a role model (particular attention to the issues of addictions, relations with the opposite sex and honesty regarding money should be considered).

3. Believes in the people's capacity to heal and develop, and shows this belief in the way they work with the people.

4. Is engaged in his or her own healing journey and is a relatively healthy person.

5. Has a good mind, and clearly understands the process of healing and development, and the issues the people are facing.


Four Worlds International InstituteFour Worlds International InstituteSuggested Qualities of Principle-Centered LeadersSuggested Qualities of Principle-Centered Leaders

6. Listens to the people with respect, love and humility.

7. Has demonstrated devotion to the people's healing and development by hard work and a good attitude over a long time.

8. Shows true respect for the Creator, Mother Earth, and all persons (does not show disrespect for anyone including women, men, youth, the poor, other races, etc.).

9. Can work well with other in a team

10. Strives to work from a position of forgiveness, unity and harmony with everyone.

Principle #13:

Learning

Human beings are learning beings. We begin learning whilewe are still in our mothers wombs, and unless somethinghappens to close off our minds and paralyze our capacities,we keep learning throughout our entire lives. Learning is atthe core of healing and development.

Principle #14:

Sustainability

To sustain something means to enable it to continue for along time. Authentic development does not use up orundermine what it needs to keep on going.

Principle #15:

Move to the Positive

Solving the critical problems in our lives and communitiesis best approached by visualizing and moving into thepositive alternative that we wish to create, and by buildingon the strengths we already have, rather than on givingaway our energy fighting the negative.


Love and Spirituality at Individual Level

What Does Love and Spirituality Look Like?Person becomes more honest, fair and dignified, and strives for competence and excellence.

What Helps Develop Love and Spirituality?Desire to become a better person, to strive for higher goals, to serve others.

What Blocks Love and Spirituality?Narcissism; obsession with status; focus on the “seen” acquisition of material goods, status; focus on the “seen” world.

What are Loving and Spiritual Outcomes?Steadfast focus on developing New Management Virtues and serving others.


Love and Spirituality at Team Level

What Does Love and Spirituality Look Like?Groups more accepting of diverse styles and members; real listening takes place; members willing to detach from own ideas and agendas and search for “best” solutions.

What Helps Develop Love and Spirituality?Groups welcome new members, practice inquiry skills, seek diversity, encourage frank and loving communication.

What Blocks Love and Spirituality?Power and political games, rigid behavior norms, Groupthink; member value based on status; double standard for high and low status members.

What are Loving and Spiritual Outcomes?Organic unity of members, who nonetheless maintain individuality.


Love and Spirituality at Organization Level

What Does Love and Spirituality Look Like?Equitable and fair distribution of resources; removal of most “perks” for management; willingness to see people with individual needs rather than as a human resources; open/fair/respectful communication up-down and down-up.

What Helps Develop Love and Spirituality?Hierarchy is flattened; removal of position-privilege; workers truly empowered; managers are coaches not cops; employees trusted and treated as adults; higher levels do not abuse power or take advantage of authority.

What Blocks Love and Spirituality?Lack of trustworthiness and honesty by managers; higher levels grip and preserve maximum power; managers manipulate to gain goals; organization more concerned with profits than with people.

What Are Loving and Spiritual Outcomes?Capacity development of all members; high energy and commitment levels; sharing and connectedness; a real community.


Love and Spirituality at Society Level

What Does Love and Spirituality Look Like?Change in institutions of society to reflect extreme reduction of prejudice and privilege; rewards based more on meritocracy; move away from power-based to truth-seeking institutions.

What Helps Develop Love and Spirituality?True justice in legal system; equal access to education; acceptance of various cultural and ethnic groups; lack of oppressive policies toward any ethnic or class groups or women.

What Blocks Love and Spirituality?Legal and political power tightly held in the hands of a corrupt elite; repression and abuse of lower classes and certain other groups; dishonesty and corruption seen as necessities for survival.

What Are Loving and Spiritual Outcomes?Development of potential of all groups of society; unity of various regions and groups; organic wholeness of society.

Principle #16:

Be the changeYou Want to See

The most powerful strategies for change alwaysinvolve positive role modeling and the creation ofliving examples of the solutions we are proposing.By walking the path, we make the path visible.

The Reunion of the Condor and Eagle

About This Initiative

Reunion of the Condor and Eagle with the Jaguar and BoaReunion of the Condor and Eagle with the Jaguar and Boa

About This InitiativeAbout This Initiative

The Reunion of the Condor and Eagle initiative combines not-for-profit development work with for-profit business and investment ventures. The core concept is that these two branches of the initiative must work together like the wings of a condor or eagle; each part is neccesary and makes a vital contribution to the progress of the bird in flight. These two brances of the work will be carried out jointly by the Four Worlds International Institute for Human and Community Development (our non-profit arm) and Four Directions International (our for-profit arm), along with other interested organizations, institutions and Governments across the Americas and around the world who choose to be part of the agreement.



About This Initiative (cont’d)About This Initiative (cont’d)

The core strategy of our initiative is sustained at the centre of the Reunion of the Condor and Eagle with the Boa and Jaguar Initiative, by the vision, life preserving, life enhancing values and guidelines for action described in our sixteen (16) principles for building a sustainable world, and on the strong cultural foundation of the Indigenous communities with which we work. These principles emerged out of an intensive formal consultation and participatory research development process with hundreds of Indigenous elders, communities and development practitioners across Canada and internationally over the past eighteen years.



About This Initiative (cont’d)About This Initiative (cont’d)

Our intention is to promote sustainable human prosperity and well-being for Indigenous people. Widespread research has shown that building up people’s health, human capacity and social capital (trust, cohesion, cooperation) also greatly enhances that peoples’ general capacity for sustaining profit making ventures. Conversely, a significant portion of the wisely and fairly distributed returns on successful business ventures need to be re-invested in human and community development initiatives if Indigenous communities around the world are to emerge from the cycle of depravation and dependency that has affected them for so long.


LINES OF ACTION

Based on this consultation and development process, there

are four key lines of action that we believe must be woven together

to create a sustainable development strategy for the Indigenous

peoples of the Americas.

1) Prosperity Development

2) Capacity Building

3) Governance and Civil Society Development

4) Building Appropriate Partnerhships and Networks



SustainableVision, Valuesand Principles

Prosperity Development

(Micro and Macro)

Governance and Civil Society Development

Building Appropriate Partnerships and Networks

Capacity Building Involving Healing,

Human and Community

Development, Education & Training

This four part strategy can be displayed using a medicine wheel as follows:


1) Prosperity Development -Involves both micro-

economic projects (including access to credit, capacity building and

technical support, particularly related to small business

developments) and medium to larger enterprises (requiring

investment monies, capacity building of Indigenous business

organizations and technical assistance, particlarly related to product

development, legal and financial support and marketing.)


2) Capacity Building- Relating to basic processes of

human and community develpment; healing from trauma (when

required); and, both formal and non-formal education and training

initially tied to learning requirements for development and business

projects on the immediate horizon.


3) Governance and Civil Society Development-

This sector entails building the capacity of local community and

regional organizations and groups to contribute constructively to the

common good. As well, it involves developing the capacity of

Indigenous organizations and Indigenous leadership to work

effectively with their own communities and with the wider world.


4) Building Appropriate Partnerships and

Networks- This work includes connecting Indigenous

organizations and communities with viable partners (both from

across the Indigenous world and from the wider society); partners

that bring a value-added contribution to Indigenous development and

business initiatives. It also involves strengthening and mutually

reinforcing Indigenous networks, so that the collective strengths of

Indigenous people across the Americas can be brought to bear on

specific international, national, regional and local development

initiatives.



Process ObjectivesParticipatory

Planning

Listening and Visioning

Capacity Building

Building The Systems and Mechanisms for

People-Centered Development

The process we have already begun involves four (4) phases:


PROCESS OBJECTIVES

What we have just discussed describes the outcome objectives of our

strategy, which tells us what we want to acheive. What follows

describes the processes, i.e. how we plan to work to acheive these

outcomes.

I. Listening and Visioning

II. Participatory Planning

III. Capacity Building

IV. Building the Systems and Mechanisms for People-Centered Development


I. Listening and VisioningI. Listening and VisioningThis phase involves relationship building,

recovering cultural resources and local knowledge, establishing a values foundation, listening to and documenting the people ’s story and setting sustainable goals.


II. Participatory PlanningII. Participatory PlanningThis phase involves engaging the heart and

minds of indigenous people who are to benefit from our initiatives in mapping the real situation and in defining and planning strategic lines of action.


III. Capacity BuildingIII. Capacity BuildingAs a process, this aspect involves non-formal

training, as well as formal (accredited) courses and programs; both which will eventually be offered by the Four Worlds College of Human and Community Development of Mexico along with other related educational institutions of Mexico who would like to participate, as well as, technical support, coaching and mentoring for specific business and development ventures.


IV. System BuildingIV. System BuildingThis aspect involves building sustainable

processes and practical mechanisms that actually promote human and community development, at every level of society for all people (children, youth, adult women, men and elders) and in all sectors of life (economic, environmental, social well-being, governance and administration, cultural recovery and development, etc.)


Building The Systems and Building The Systems and Mechanisms for PeopleMechanisms for People--Centered Centered

DevelopmentDevelopmentAll four phases will be repeated many times as the

initative unfolds. Each time it is, the dynamics of actions, informed by reflection, and leading in turn to refined action animates the work. In a certain sense, we are re-making the path by walking it and re-mapping the territory as we go. Yet, the innovative dimensions of this work are also guided and inspired by principles and perspectives that are rooted in thousands of years of Indigenous life and tradition.


NEITHER RED TAPE NEITHER RED TAPE NOR INDIGNITIES NOR INDIGNITIES CAN HINDER THE CAN HINDER THE DIVINE PROCESS!DIVINE PROCESS!

© 2006, Four Worlds International www.fwii.net

medicine wheels, principle-centred development, guiding principles for community development,...

Documents

e r ir e

change willingness

icine w ee e c e e r

fi e dimensions of work3

dimensions of human

respected e ally

small portion of change

interpersonal work environment