The Facilitator’s Own Journey — The Pedagogy of Miracles examination

Eleven questions. Nine of eleven passes, and you can take it again as often as you like.

During the gratitude walk, a participant finds her mind wandering and feels impatient. How does the facilitator frame this?

As a sign that she has not yet learned how to walk mindfully As a distraction to push aside until the practice is repeated As evidence that she would be better off skipping the practice As information about her patterns and needs, and wisdom too
What does the morning check-in circle ask each participant to share?

One word for how they are arriving, with no explanation needed A short story about their evening's reflections and insights A goal they intend to achieve before the end of the day A question they would like the facilitator to answer later
Drawing on Eugene Gendlin, what does the check-in teach about naming experience?

What is felt and named can change; what is split off stays the same Naming a feeling fixes it permanently in place, so it is best avoided Feelings should be managed and settled before they are ever named Only positive feelings are appropriate to name within a group
What does the Learning Biography activity map?

Your formal qualifications, listed in the order you earned them The subjects you found hardest at school, and why they were hard The goals you most want to reach over the next five years Everything that has taught you something, in school or out
According to the module, why does it matter which question we ask of our own education?

Harder questions always produce more accurate and useful answers What we ask shapes what we find; studying growth grows it Only experts can ask the questions that reveal the real truth Questions matter much less than the data we eventually collect
What does the module call "the enemy of recognition" during the gallery walk?

Silence Criticism of the facilitator Unfinished work Comparison
What does the module mean by saying you are the world's leading expert on your own learning?

You no longer need teachers or any knowledge from outside yourself No one has spent more time observing how you learn than you have Your learning style can be identified with a standard online quiz Your expertise has already been certified by formal education
Why does the module say naming the obstacles to your learning is useful?

Naming gives agency and makes obstacles workable Naming obstacles helps you accept that they can never be changed Naming obstacles proves that you simply need more discipline Naming obstacles lets other people take responsibility for them
Using the cactus-in-a-rainforest image, what does the module say about learners who struggle?

The learner has a disorder of some kind that needs to be corrected The learner should adapt to whatever conditions happen to exist The problem may be a mismatch between design and conditions Some learners are simply unable to thrive in any environment
James could not engage with learning until he knew why it mattered. What experiment did he design?

Studying only the subjects his teachers said were most important Setting strict deadlines to force himself to begin each task Ten minutes of writing about why it matters, before starting Learning while walking so his mind would stay fully engaged
What are the three parts of the experiment framework in the Light Lab?

A design statement, a hypothesis and evidence A goal, a deadline, and a reward for meeting it A problem, its underlying cause, and a correction A teacher, a chosen method, and a final test