The following slides are meant as an invitation to discuss a new model of education that has been designed to teach young adults to think creatively and holistically and to encourage them to apply their newly acquired insights and skills to help solve existing global problems and make a positive difference in the world. The first part of my contribution tries to IDENTIFY what I think of as the main flaws of the current North American university education. My observations in this section are based on my personal teaching experience at two North American Universities, UBC and FDU Vancouver, but are, I believe, representative for many other educational institutions, both in North America and elsewhere. In the second part I present a model of university education that is meant to counteract the flaws identified in part one and thus to TRANSFORM the current education system to make it more meaningful for the students who participate in it as well as beneficial for their communities and, ultimately, for the rest of the world. What I hope to accomplish by presenting my model at this point are the following three objectives: 1) to participate in the current dialogue about alternative models of university education and the role these models can play in helping solve as many of our current global problems as possible, 2) to get as much concrete feedback about my suggested model as possible, and 3) to find some people who are interested in helping me test my alternative university – in the form of a pilot project – in reality. Once the model has been tested at one place – and proven to be successful – it can be GLOBALIZED and introduced in other parts of the world as well. For although I have primarily developed this model for North America, I think it can be used everywhere – of course with some adjustments to the specific cultural and local conditions – in order to help create more happiness, health, peace, and sustainability all over the world. Please contact me at gudrun@haidagwaii.net for comments and suggestions.

1. Identify – Transform - Globalize
The Seven
Essential Arts:
Suggestions
for an Alternative
University System*
by
Gudrun Dreher, Ph.D.
FDU Vancouver
Gudrun Dreher, FDU Vancouver
Identify

2. The Background:
A Shocking Discovery
about my Students’
Values

3. Survey Given to 101 UBC Students
(3 Sections of ENGL 112):
-> Survey Question:
“What are the three most
important goals in your life?
Please list them in the order of
importance to you (starting with the
most important one).”

4. The Result:
90 out of 101 Students
answered:
Goal #1 =

5. => Create a New Education System!
I find it extremely SCARY that 90% of
the most educated young people in
BC value MONEY more than anything
else. After all, these young people will
be the LEADERS of tomorrow.
Can we trust their LEADERSHIP and
DECISIONS? Obviously not! !
However, I think there is something
we can do
to CHANGE the situation:

6. Identify
Flaws of our Current North
American Education System

7. Flaws of Our Current North American
Education System
1. Trapped inside the Box: Learning NOT to Look
beyond the Walls
2. Half-Brain Education: a Great Way to Make
Students Dull
3. “Me-First”: the Link between Alienation, Fear,
Competition, Unhappiness, and Lack of Leadership
& Responsibility
4. All for Show: Quantity instead of Quality
5. Slaves of the Job Market: an Easy Way to Wreck
Your Life
6. The Clock in the Classroom: No Time to Think
and Play
7. One Form for All: Choosing – or NOT Choosing –
One’s Path

8. 1. Trapped inside the Box:
Learning NOT to Look Beyond Walls
— because of the disciplinary structure of most mainstream
universities and because of the fixed curriculum of
many classes, students are usually NOT encouraged to
look beyond their own subject, course, or discipline
— in many courses, the focus is on teaching details, which
makes students think that details are what is important
— what gets often lost in this fixation on details is a look
at the larger picture
— in addition, students get hardly ever systematically
taught to make connections that lie outside the scope of
their specific course or discipline
— it is therefore very difficult for most students to see the
interconnectedness of everything with everything else –
and to take this interconnectedness into consideration
when they make their choices and decisions

9. 2. Half-Brain Education:
a Great Way to Make Students
Dull
— most North-American universities emphasize primarily “left-
brain” skills, in particular objectivity, rational, logical, and
linear thinking, and analytical skills
— the typical “right-brain” skills, such as creativity,
imagination, intuition, feeling, as well as holistic and
subjective thinking, often get dismissed as “less important”
at university level and are therefore systematically
neglected or even suppressed
— this suppression in particular of creativity and intuition
kills the spark that keeps interest and enthusiasm alive
and thus makes students become bored, uninspired, and
dull

10. 3. “Me-First”:
the Link between Alienation, Fear, Competition,
Unhappiness, and Lack of Leadership
— the Western habit of building walls leads to a feeling of separation from the rest of
creation
— this leads to a perception of the outside world as hostile & thus creates an
underlying sense of distrust in the benevolence of the universe, which, in turn, gives
rise to a feeling of insecurity & fear
• to overcome this fear, people are trying to hoard what they are afraid of losing
(symbolically represented by money)
• the consequence: everybody wants more than he/she needs – which leads to increased
competition & ultimately results in other people not getting their share
• the Western education system encourages competition instead of sharing
• the fierce competition for grades & for academic & professional success make
success seem more important than learning & understanding the material (i.e.
learning for grades’ sake instead of learning for learning’s sake)
• students & faculty no longer dare to ask critical questions (because this might result
in poor grades/ loss of job): instead of critical thinkers, universities thus produce
people who conform to the existing system
• result: lack of people with leadership skills and with the willingness to take
responsibility for the world and to make a positive difference

11. 4. All for Show:
Quantity instead of Quality
— because of the high competitiveness in the current system:
most students & faculty are fixated on obtaining
measurable proof of their accomplishments (for their CVs)
NOT on gaining knowledge & insight
— the schools feel the need to provide measurable proof for
awarding degrees and therefore test mainly measurable
knowledge in exams (e.g. memorization of details)
— the constant evaluation provides an artificial, outward
reward & punishment system that takes away the joy and
excitement of learning something for its own sake
— many students lose their natural interest & enthusiasm for
the subject and treat learning as a chore instead of an
exciting experience
— true learning, insight, and understanding do no longer
happen & are no longer required for getting a degree

12. 5. Slaves of the Job Market:
an Easy Way to Wreck Your Life
— instead of training students to develop critical thinking,
leadership skills, and the ability to take responsibility
(traditionally the function of the ‘liberal arts’), current
university education focuses on preparing students for the job
market (traditionally the function of the ‘mechanical arts’)
— because of this shift in focus students now expect receiving a
job training in universities and therefore select programs and
classes that they think will help them gain professional success
— since the selection is a purely pragmatic & rational one, they
do usually NOT focus on their unique talents or natural
preferences but pick programs & courses they think will
increase their opportunity to find a good job
— the result: students end up in jobs that do neither suit nor
fulfill them – a development that leads to dissatisfaction &
unhappiness and often also to physical & mental illness

13. 6. The Clock in the Classroom:
No Time to Think and Play
— in many universities, education gets more and more treated like a
9:00 to 5:00 office job – although most people develop their best
ideas and projects neither in the classroom nor at their desks but in
their “free” time (e.g. while going for a walk or lying on the beach)
— inflexible schedules force students & faculty to waste precious time
& energy every day to fulfill meaningless formal requirements (e.g.
a certain number of contact hours)
— tons of assignments (that have been artificially created to “measure”
student competency) keep students & instructors too busy to think,
play with ideas, be creative, or ask critical questions
— students & instructors alike either have to pretend to be sick to
catch up with their work or actually do become exhausted and sick
because of too much work and stress
— education under these condition becomes a laborious chore instead
of a source of inspiration, excitement, and fulfillment

14. 7. One Form for All:
Choosing – or NOT Choosing – One’s Path
— the mainstream university system provides the SAME education for
everybody instead of taking the variety of learner types, socio-cultural
expectations and preferences, as well as personal talents and interests of
each individual student into consideration
— students have basically no influence on the design of their curriculum –
except in so far as they can select certain programs and courses
— course offerings are often limited by financial considerations (budget) &
the availability of suitable instructors - and thus limit the choices
students have even further
— most of the time, students have no opportunity to work on projects and
ideas they are really interested in, in particular not if their projects and
ideas are somewhat unusual
— North-American universities often expect students, staff, and faculty to
adjust to the mainstream belief system - instead of integrating the unique
cultural, social, and philosophical backgrounds that students bring with
them into the education process by inviting all students to share their
knowledge and experiences

15. Transform
Suggestions for an
Alternative Education System

16. In my Opinion, an Ideal
Education System Should Be:
— Holistic & Well-Balanced
— Interdisciplinary & Interconnected (i.e. with
Focus on the Larger Whole)
— Meaningful & Value-Oriented (but with
Tolerance and Respect for People Who Hold
Different Values)
— Individualized
— Multicultural & Global
— Flexible & Open to Innovations and Change
— Playful & Fun

17. In this System, the Focus Would Be on
Students Developing the Following Skills:
— Taking Responsibility for the World
— Questioning Everything & Trying to Find
Answers
— Looking at Things from Multiple
Perspectives
— Seeing Everything in Its Connectedness
to the Whole
— Developing Creativity in All Its Aspects
— Finding a Personal Mission (Dharma) &
Following It
— Gaining Understanding & Wisdom

18. My Proposed Alternative
Education System: CFF

19. CFF

20. The CFF Consists of the Following
Institutions & Programs
— A University with a “7 Essential Arts” Program (which will be outlined in more
detail below)
— An Animal Organization that Works on Creating More Rights, More Protection,
More Comfort, and More Happiness for Animals Worldwide and that also
Includes Local Animal Sanctuaries & Shelters that Provide and/or Find Good
Homes for Abused, Sick, Unwanted, Neglected and/or Rescued Animals
— A Wellness Center that Uses and Further Explores Alternative Healing Methods
to Restore Health and Prevent Physical and/or Mental Disease
— A Multicultural Center that Invites People to Learn about Other Cultures and to
Share Their Own Cultural Traditions in the Form of Conversations, Lectures,
Celebrations, Festivals, and the Performance and Teaching of Culturally
Specific Music, Dance, Literature, Arts, etc.
— A Program that Helps Integrate Active Seniors in Meaningful Ways into Their
Local Communities
— An Outreach Program with Courses for Children & Teens
— An Outreach Program with Courses for Adults

21. CFF Mission Statement
— The Center for Finding Fulfillment with its Seven Arts Program
and connected Institutions and Programs Provides an Alternative
Holistic Education that has been designed specifically for the
Leaders of Tomorrow.
— The Center and all its Programs and Courses encourage Creativity,
Spiritual Growth, Awareness of the Interconnectedness of all Life,
Service to Others, as well as a Sense of Responsibility for Making a
Difference in the World and thus for Creating a Happier, Healthier,
and more Sustainable Future for All in order to counteract the
present-day over-evaluation of money, power, selfishness, greed,
competition, and the irresponsible and cruel exploitation of people,
animals, and natural resources.
— The Center Welcomes Cultural Diversity, Promotes Global Peace,
Green Living, Inner Harmony, as well as Compassion, Love, and
Respect for all Living Beings (in particular Humans, Animals, and
Plants).
— The Center and all its Teachers, Staff, and Volunteers Are
Committed to Teaching the Values listed above and to Help
Students Learn Key Strategies for a Healthy, Responsible, Sustainable,
and Fulfilled Life.

22. The Seven Essential Arts
consist of the following
1. Spiritual Arts:
* Meditation
* Philosophy & Spirituality
* Mythology
2. Holistic Arts:
* Yoga
* Aikido
* Tai Chi
3. Helping Arts:
* Volunteering for Animals & Humans
* Creating More Peace and Happiness in the World
* Counteracting Current Environmental Problems
through Sustainable Living and through the
Development and Support of Green Energy &
Technology

23. The Seven Essential Arts
consist of the following (cont.)
4. Creative Arts:
* Creative Writing
* Music Composition
* Website Design
* Visual Arts
* Architecture
5. Performing Arts:
* Dance
* Theatre
* Spoken Word
* Music Performance
6. Intellectual Arts:
* Sciences
* Social Sciences
* Languages
* World Literature
7. Healing Arts:
* Eastern & Western
Medicine
* Alternative Therapies
* Psychology

24. The Seven Essential Arts
Correspond to the Chakras
1. Spiritual Arts
6. Intellectual Arts
4. Creative Arts
2. Holistic Arts
5. Performing Arts
7. Healing Arts
3. Helping Arts

25. 7 Arts Tradition:
The 7 Essential Arts Are a Contemporary Transformation of
Two Ancient Educational Traditions
7 Liberal Arts -> Free Arts: Arts for Arts Sake / Education for Education’s Sake
— Trivium (3-way) => Language Arts & Argumentation
— Grammar
— Logic
— Rhetoric
— Quadrivium (4-way) => Math/Sciences & Music
— Geometry
— Arithmetic
— Astronomy
— Music
7 Practical/Mechanical Arts -> Training for Professions*
— Food Production Arts (Agriculture & Food Sciences)
— Healing Arts (Medicine)
— Body Arts & Making Clothes (Shoe-Making, Sewing, Hairdressing, etc)
— Visual Arts & Making Buildings (Masonry, Carpentry, Architecture, Sculpting, Carving, Painting, etc)
— Social Arts & Communicative Arts (Law, Commerce, Teaching)
— Entertainment (Theatre, Dance)
— Martial Arts/Sports (Military Services, Navigation, Hunting, etc)
* Other Classifications are Possible

26. The Seven Essential Arts Syllabus
4-Year Program
Year 1, Fall (Sept to Nov):
Introduction to the 7 Arts
-> throughout the term:
1. Spiritual Arts (5 x per week)
2. Holistic Arts (3 x per week)
3. Helping Arts (2 x per week)
-> other arts: in module form (weeks 1 to 7)
4. Creative Arts (weeks 1 & 2)
5. Performing Arts (week 3)
6. Intellectual Arts (weeks 4, 5, 6)
7. Healing Arts (week 7)

27. The Seven Essential Arts Syllabus
4-Year Program (cont.)
-> weeks 8 to 10:
Focus on one or two arts of one’s choice more
intensively!
Individualized Workshops & Tutorials rather than
Classes
Working on Individual or Group Projects!
-> weeks 11-12:
Finishing up Projects & Exam Preparation (No
Classes)
-> week 13:
Exams & Presentations & Performances

28. The Seven Essential Arts Syllabus
4-Year Program (cont.)
Year 1, Term 2 - Spring: (Jan to March):
Exploring Aspects of the 7 Arts
-> throughout the term:
Spiritual & Holistic, & Helping Arts
-> weeks 1 to 7:
Focus on Selected Arts (Classes & Workshops)
-> weeks 8 to 10:
Working on Individual or Group Projects! (Workshops & Tutorials)
-> weeks 11-12:
Finishing up Projects & Exam Preparation (No Classes)
-> week 13:
Exams & Presentations & Performances

29. The Seven Essential Arts Syllabus
4-Year Program (cont.)
Year 1, Term 3 - Summer (June & July)
Practicum 1: Applying Aspects of Some of
the 7 Arts
-> throughout the term:
Spiritual & Holistic, & Helping Arts
-> weeks 1 to 7:
Practical Projects in Groups & together with
Local Organization
-> week 8:
Presentations & Performances

30. The Seven Essential Arts Syllabus
4-Year Program (cont.)
Year 2, Term 1 - Fall (Sept to Nov):
Exploring Various Possibilities, Part 2
Year 2, Term 2 - Spring (Jan to Mar):
Exploring Various Possibilities, Part 3
Year 2, Term 3 – Summer (June & July):
Practicum 2: Selected Possibilities in
Action

31. The Seven Essential Arts Syllabus
4-Year Program (cont.)
Year 3, Term 1 - Fall (Sept to Nov):
Finding One’s Focus & Mission, Part 1
Year 3, Term 2 - Spring (Jan to Mar):
Finding One’s Focus & Mission, Part 2
Year 3, Term 3 – Summer (June & July):
Practicum 3: Working with One’s Mission

32. The Seven Essential Arts Syllabus
4-Year Program (cont.)
Year 4, Term 1 - Fall (Sept to Nov):
Advanced Training and Leadership
Development, Part 1
Year 4, Term 2 - Spring (Jan to Mar):
Advanced Training and Leadership
Development, Part 2
Year 4, Term 3 – Summer (June & July):
Practicum 4: Becoming a Responsible
Leader, Teacher, and Guide

33. Evaluating Student
learning
— Instead of receiving grades students get a certain number of
points for performances, projects, presentations, and exams.
— The points will be added up from term to term.
— Each students has to compile a certain minimum number of
points in each Art – as well as a certain number of points in all
7 Arts together - i.e. for this part, students can focus on the Arts
they like better but they have to try out ALL 7 Arts first!
— If people don’t receive enough points they can take additional
modules and work on more projects until they get all the
required points.
— In this system nobody can fail – but some people might be a lot
faster than others.
— 4 years is the minimum requirement; people may take a lot
longer – and/or participate in the program on a part-time basis.

34. Does my Proposed Program
Counteract the Flaws of Our Current
North American Education System?
1. Trapped Inside the Box <-> 7 Essential Arts:
— Focus on Interdisciplinarity
— Emphasis on Multiplicity of Perspectives
— Systematic Creation of Awareness of Interconnectedness of Everything with Everything
Else
2. Half-Brain Education <-> 7 Essential Arts:
— Systematic Practice of “Right-Brain” AND “left-Brain” Skills -> Balance
— in addition: Focus on Development of Physical, Spiritual, Social, and Mind-Body Skills
-> not One-Sided but Holistic
3. “Me First” <-> 7 Essential Arts:
— Focus on Volunteering
— Helping and Serving Others Is Part of the Program
— Systematic Practice of Taking Responsibility for the World

35. Does my Proposed Program Counteract the
Flaws of Our Current North American
Education System? (cont.)
4. All for Show <-> 7 Essential Arts:
— No Grades but Point System
— Everybody Tries Out ALL the Arts First & Later Chooses any Combination of Arts Suitable for Him/Her
— CV Irrelevant at least for Duration of Program
5. Slaves of the Job Market <-> 7 Essential Arts:
— Emphasis on Play and Experimentation
— Opportunity to Explore Each Art for Its Own Sake
6. No Time to Think and Play <-> 7 Essential Arts:
— Systematic Integration of Lots of Playtime
— Time for Exploration Is Part of the Syllabus
7. One Form for All <-> 7 Essential Arts:
— Highly Individualized Program Design

36. Globalize
Carrying the 7 Essential Arts
into the World J

37. Globalization of my
Proposed System
I think that my proposed 7 Essential Arts Program is suitable to be used globally
because:
— it benefits from multicultural cooperation on a global scale
— it is flexible and can therefore be easily adjusted to a variety of different
cultures, belief systems, as well as socio-economic and political conditions
— it is designed to help solve global problems, such as violence, poverty, and the
destruction of the environment, and can therefore benefit people everywhere in
the world
However:
— I can’t do it by myself but need tons of people to help me…..
⇒ If you think that my proposed model makes sense, please become part of the
CFF Transformation Team!
Everybody Welcome!
I am Open to Criticism, Suggestions, and Support J

38. More Info
Website:
https://sites.google.com/site/gudrundreher/10-projects/center-for-finding-
fulfillment
Article:
Gudrun Dreher, “The Seven Essential Art: Suggestions for an Alternative
University System.”
https://www.academia.edu/4598351/
The_Seven_Essential_Arts_Suggestions_for_an_Alternative_University_Education#
Email:
gudrun@haidagwaii.net
Thank You!