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'''Applied Consciousness Sciences''' is a collective name for a multiplicity of different holistic approaches that have their own methods, techniques and theories. Instead of seeing these approaches as separate, ACS offers a common basis from where they can be transparently combined into a single holistic field. Enumerating all the fields that can be considered Applied Consciousness Sciences would exclude those approaches that we don't yet know. That's why this article offers some examples of different approaches and it describes the common vision, scope, orientation, point of departure and general approach by which one can recognize an ACS approach.  
'''Applied Consciousness Sciences''' (or '''ACS''')
is not a scientific field but the name given to a project or institution founded in  2001 in the Netherlands that claims to guide and teach how to use and develop one's "awareness".


As a field ACS has a systematic ''learning from the subjective'' approach that guides each learner towards contemplative stabilisation combined with liberating discernment or awareness. It therefore connects with practices like [http://en.wikipedia.org/wiki/Mindfulness Mindfulness] and [http://en.wikipedia.org/wiki/Vipassan%C4%81 Vipassana]. Its practice also relates to diagnostic and touch practices in [http://en.wikipedia.org/wiki/Tibetan_medicine Traditional Tibetan Medicine] and [http://en.wikipedia.org/wiki/Ayurveda Ayurvedic Medicine]; and its theory relates to amongst others the aforementioned practices, modern [http://en.wikipedia.org/wiki/Systems_thinking Systems Thinking] and [http://en.wikipedia.org/wiki/Systemics Systemics]. In the past decade it has grown into a contemporary 'open' field with a unifying theory that explains the various aspects of consciousness, various diagnostic and feedback practices and a view on how individuals, organizations and society can be guided towards wholeness. Its theory facilitates visualization, interpretation and simulation of the dynamics behind creative, pathological, psychological and physiological processes. Its objective is to create clarity, understanding and to facilitate transformation. 
While there are several institutions involved that advertise ACS and refer to each other,
 
there is no evidence that they, their work, or the field they present are acknowledged by any third-party-reputed expert or institution.[[Category:Suggestion Bot Tag]]
''ACS is a [[Creative Commons]] Share Alike 3.0 development. The use of any aspect of ACS is free. It can be modified to suit different needs and environments and it can be incorporated in any field, discipline or program. It isn't attributed to one person or organization and can therefore not be monopolized. It can be used by academic, research or other organizations to make these developments available to learners and citizens, young and old, irrespective of religious or social background. This takes away any financial burden that might limit people in their capacity to engage in activities that support personal and social transformation.''
 
== History ==
The international development of ACS was started in 2001 in The Netherlands and it continues to evolve internationally. Organizations in The Netherlands, USA and India continue to support the research and development of this relatively new field. Amongst the institutes that support ACS are the [http://en.wikipedia.org/wiki/Men-tsee-khang Men-tsee-khang|Men-Tsee-Khang Institute], which is the ''Tibetan Medical & Astrological Institute of H.H. the Dalai Lama'', Aradne (USA), Stichting Business Universiteit (Netherlands), Stichting-Reis (Netherlands) and my eyes Group (Netherlands).
 
 
== Objective ==
The main objective of ACS is to guide individuals and organizations towards using their own awareness as a basis for personal and social transformation. Individuals can learn how to continually look at the complexity of life from where it originates, in the present moment. Seemingly complex problems lose their complexity when seen from this point of departure. Central in ACS theory and practice are the individual learner's point of departure or point of view; subjective experience and unfolding transformational process. A Science of the Subjective <ref>R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224.</ref>.
 
 
== Point of Departure ==
Our capacity to perceive reality as-it-is, largely depends on whether we are capable of perceiving past our own limiting convictions and engrained patterns. That, which makes us asume these convictions and patterns as our own, is ''[http://en.wikipedia.org/wiki/Identification_(psychology) identification]''. This ''filters'' or ''distorts'' <ref>R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality. Journal of Scientific Exploration, 18 (4), pp. 547-570.</ref> our perception of reality and makes us feel separate. Consequently we refer from this false sense of separation to: 'I'. This is where we mostly tend to look from! Identification or the lack thereof can respectively limit or free our perception. Different aspects of consciousness that ACS refers to are:
* '''Roles''' - the [http://en.wikipedia.org/wiki/Role role]s and concrete experiences, amongst which [http://en.wikipedia.org/wiki/Knowledge knowledge] and skills with which we normally identify.
* '''Knowing'''- the (universal) knowing that intently perceives different roles and experiences, local (knowledge) and [http://en.wikipedia.org/wiki/Remote_viewing remote]; past, present or future.
* '''Witness''' – from a bird’s-eye-view the witness [http://en.wikipedia.org/wiki/Mindful mindfully] receives all perceptions and is then presented with possibilities to choose from and explore through "knowing".
 
[http://en.wikipedia.org/wiki/Identification_(psychology) Identification]], as opposed to [http://en.wikipedia.org/wiki/Mindfulness mindfulness], keeps us from experiencing all of these aspects as holistically interconnected or as a ''whole''. Identification ''attaches'', ''assimilates'', ''filters'' and ''distorts'', but it also keeps us from finding balance and is the basis from where we focus on differences and miscommunicate. The countless ''roles'' that we act out, the ''knowing'' and the ''witness'' are different aspects of who we are. Because of ''identification'' we assimilate and become a particular [http://en.wikipedia.org/wiki/Role role] and it then appears as though we're constantly shifting between different roles and in and out of ''knowing''. In reality everything happens at the same time. We are the ''witness'' who mindfully oversees the totality of what we experience; we are the ''knowing'' that has access to different experiences; and we are the countless ''roles'', connected with particular knowledge and skills that we use in different situations.
 
 
== Aspects of Awareness ==
Different approaches can be used to create more [http://en.wikipedia.org/wiki/Awareness awareness] or [http://en.wikipedia.org/wiki/Mindfulness liberating discernment] about those mechanisms that keep people from feeling/being [http://en.wikipedia.org/wiki/Holistic whole] or ''mindful''. They aim at helping individuals, groups and organizations use feedback to ''dynamically recognize patterns'' to raise their own awareness. This can enable individuals to let go of limiting convictions and engrained patterns that filter their perception and create adverse effects <ref>[http://www.vimeo.com/18819660/ Adverse Effects] - Dr. Willoughby Britton - Adverse Effects and Difficult Stages of the Contemplative Path.</ref> in mind and body. The following aspects of awareness are enhanced when individuals, groups or organizations start using feedback to dynamically recognize patterns. These aspects of awareness enable them to continually grow, anticipate change, find balance and creatively develop the conditions by which they can cater to their own needs in the present. The aspects of awareness described below are slightly different from how these are described by the Consciousness Quotient Institute (CQI) <ref>Brazdau, O. & Mihai, C. (2011). The Consciousness Quotient: a new predictor of the students’ academic performance. Elsevier Procedia Social and Behavioral Sciences, 11, 245–250.</ref>. In addition to the 6 aspects of awareness that are described by the Consciousness Quotient (CQ), ACS also describes ''Feedback-Relational Awareness''. We consider this aspect very important in all processes of self-organization on different levels. Moreover, ACS goes beyond the challenges of describing consciousness <ref>R.G. Jahn (2001). The Challenge of Consciousness.  Journal of Scientific Exploration, 15 (4), pp. 443-457.</ref> by helping learners expand all of the aspects of awareness described below. This expands the foundation that learners can use as a basis for the investigation of consciousness.   
 
<gallery>
File:ACS_CQ2.png|Aspects of Awareness.
</gallery>
 
* '''Mental-awareness''' - clarity about what we think.
* '''Emotional awareness''' - clarity about what we feel.
* '''Physical awareness''' - clarity about what we sense.
* '''Self-relational awareness''' - clarity about how we relate to our individual self.
* '''Social-relational awareness''' - clarity about how we relate to others.
* '''Feedback-relational awareness''' - clarity about the use of information (feedback) for self-adjustment and [http://en.wikipedia.org/wiki/Self-organization self-organization].
* '''Meta-awareness''' – opens up the possibility of raising the other aspects of awareness. Meta-awareness (witnessing), the bird's-eye-view, is simultaneous, continuous, un-filtering, simple, authentic, creates clarity and knowing.
 
<gallery>
File:ACS_CQ.jpeg|IQ, EQ and CQ.
</gallery>
 
== Channels of Perception ==
Different forms of reading or [http://en.wikipedia.org/wiki/Biofeedback biofeedback] <ref>''C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide'', First Edition, ISBN 978-0-557-65237-2</ref> <ref>''biofeedback'', are forms of diagnosis that focus on continually and dynamically reading and feeding back interpreted signals during an undetermined period of time. This is in contrast with differential-diagnosis, which makes a before and after measurement to evaluate changes. Biofeedback is qualitative and differential-diagnosis is quantitative.</ref> are available to facilitators <ref>''facilitators'', are trained to use the instruments of ACS to facilitate awareness-raising.</ref> to dynamically create awareness about those mechanisms that keep people from feeling/being mindful. In ACS, reading or biofeedback is primarily used by the ''learner'', to learn to continually witness [http://en.wikipedia.org/wiki/Feedback feedback] from the mind-body <ref>R.G. Jahn and B.J. Dunne (2001). A Modular Model of Mind/Matter Manifestations (M5). Journal of Scientific Exploration, 15 (3), pp. 299-329.</ref> and recognize dynamic patterns. This continually enhances the aspects of awareness mentioned above. When witnessing becomes continuous, learning and awareness-raising continually arise from within. Consequently all patterns of dependency (and connected bio-responses) will gradually cease to exist. Most approaches that guide towards wholeness make use of one or more of the following forms of reading or biofeedback.       
* Reading of external psychophysical characteristics, such as facial characteristics, build, movement and posture, makes the ''learner'' aware how the world outside sees him/her.
* Inquiry into the constituent parts of subtle subjective experiences in the mind-body allows the ''learner'' to become aware of emerging patterns in the present moment.
* [http://en.wikipedia.org/wiki/Pulse_diagnosis Pulse diagnosis], which is different from pulse-diagnosis in Ayurveda, Traditional Tibetan Medicine and Traditional Chinese Medicine; allows the ''learner'' to become aware amongst others about: 1) how s/he has accumulated traumas and connected bio-responses from the prenatal period till the present and how these may be recognized; 2) how patterns of bio-behavioral responses (''fear'', ''sadness'' and ''rejection'') dynamically act on mentioned [http://en.wikipedia.org/wiki/Psychological_trauma traumas]] and how these can be dynamically recognized; 3) how one can recognize to what extent the transformational process is active; 4) how one can recognize one's [http://en.wikipedia.org/wiki/Constitution constitution]; 5) how one can recognize one's [http://en.wikipedia.org/wiki/Personality_type personality type].
* Touch biofeedback of 108 vital points allows the ''learner'' to become aware exactly where in the body subtle biobehavioral responses <ref>Brian H. Harvey, Carla Naciti, Linda Brand, Dan J. Stein (2006). Serotonin and Stress: Protective or Malevolent Actions in the Biobehavioral Response to Repeated Trauma?</ref> manifest and how these can be recognized. These can manifest amongst others as 1) ''tension'' (kinetic-electric), 2) ''burning'' (electromagnetic), 3) ''heaviness'' (gravitation), or a combination of the same (''pain'', etc.). The learner can also learn to apply ''touch'' biofeedback practice on him/herself.
* Empathic reading allows the ''learner'' to become aware how s/he communicates non-verbally through ''[http://en.wikipedia.org/wiki/Transference transference]''.
* Reading information from the sound and rhythm of speech and breathing allows the ''learner'' to use the feedback from these subtle characteristics (sound, etc.).
* Reading the nine forms of facial expression: love, laughter, anger, compassion, aversion, fear, heroic, wonder, peace; allows the learner to be aware of feedback from the same.
 
 
== Communicate & Grow ==
The ''learner'' witnesses feedback from the mind-body through different channels of perception <ref>R.G. Jahn and B.J. Dunne (2004). Sensors, Filters, and the Source of Reality. Journal of Scientific Exploration, 18 (4), pp. 547-570.</ref> and aspects of awareness and learns to dynamically recognize patterns therein. The inner need that arises in the learner then stimulates him/her to readjust the way s/he relates to and communicates with the immediate world outside. The learner can gradually gain clarity about how ''knowing'' offers him/her access to different experiences, the countless ''roles'' that s/he acts out in different situations, including communication and dialogue, but now from a greater connection. S/he also witnesses the dynamic mechanisms by which ''witnessing'', ''knowing'' and ''experiencing'' are holistically interconnected. The coherence between the Heart and Brain <ref>[http://www.heartmathbenelux.com/doc/McCratyeal_article_in_integral_review_2009.pdf The Coherent Heart] - McCraty et al. (2009). The Coherent Heart.</ref> is one of the indications of this interconnectedness. When synchronized or interconnected the Heart enhances the Brain's capacity to perceive reality.
 
While through the Brain a learner can perceive the content of ''what'' is communicated verbally, through the Heart the learner can perceive ''how'' this is communicated nonverbally. While the Brain perceives ''form'', the Heart perceives ''presence''. For instance it is through the Heart that we can sense danger or that someone is staring at us. In activities like ''learning'', ''communicating'' and ''dialoguing'' the Heart can therefore allow learners to perceive aspects which otherwise remain invisible. For example: miscommunication and arguments have their basis in the invisible aspects of communication. Learners can thus become ''aware'' of reality as-it-is, which goes beyond what they ''think'' about that reality. They can also see how what they perceive from different points of departure is complementary.
 
The above also applies to becoming aware of those mechanisms that underlie the development of disease and self-healing or homeostasis. The learner can constantly gain more clarity about unresolved trauma's and associated patterns of [http://en.wikipedia.org/wiki/Stress_response stress response]s that underlie the same. Learners will therefore be more able to constantly recognize patterns of (stress)responses as feedback. Their mind-body can therefore more effectively regain its capacity to continually find balance and turns the ''adverse effects'' <ref>[http://www.vimeo.com/18819660/ Adverse Effects] - Dr. Willoughby Britton - Adverse Effects and Difficult Stages of the Contemplative Path.</ref> associated with contemplation and personal transformation, into a ''healing effects''. In a healing crisis people feel sick as a result of the mind-body releasing conditions of the past. There is a notable difference between a ''disease crisis'' and a ''healing crisis''. The learner needs to be able to recognize the different patterns associated with both. And only through this dynamic pattern-recognition or awareness, can a learner continually strengthen the mechanisms of healing.   
 
There is a lot more that a learner can discover experientially when learning is based on the trinity of ''witnessing'', ''knowing'' and ''experiencing''. Awareness about this subjective aspect of learning can be a basis for a new direction in education, health care, ... society in general to cater to the ''inner'' needs of individuals. It can also offer an enduring basis from where individuals and organizations can foster the capacity to continually align processes, anticipate change, find balance and live and communicate with compassion.
 
 
== Theory and Practice ==
While conventional Sciences focus on ''investigating'' and ''manipulating'' the content of experience, the ''Applied Consciousness Sciences'' focus on ''investigating'' and ''creating awareness'' about the ''point of departure'' or ''starting-point'' from where we perceive that content of experience <ref>R.G. Jahn and B.J. Dunne (1997). Science of the Subjective. Journal of Scientific Exploration, 11 (2), pp. 201-224.</ref>. The former departs from the point of view that a third-person can alter the content of experience for us, especially when we suffer, to prolong life and make it more enjoyable. The latter departs from the point of view that when we gain clarity about those mechanisms by which we suffer, we have the choice to refrain from feeding those mechanisms and create the ''enduring'' conditions by which we can enjoy life to the fullest. In the former we are dependent on others and in the latter we learn how to grow beyond our own patterns of dependency. This dissolves our own inner limitations. Moreover, ACS aims at guiding each learner towards contemplative stabilisation combined with liberating discernment or awareness. 
 
ACS's views, theories and practical instruments for research, which are elaborately described in the ''Applied Consciousness Science, A Reference Guide'',<ref>''C.G. Monsanto (2011). Applied Consciousness Science, A Reference Guide'', First Edition, ISBN 978-0-557-65237-2</ref> start from and aim at bringing individuals, groups and organizations, to a point where they can perceive from the ''witness'', ''knowing'' and various ''roles'', all at the same time. Towards this end it describes a ''meta-awareness'' paradigm as the basis of its theories and practices. Apart from empowering the learner, it also empowers a multitude of different approaches, theories, models and methodologies. Its unifying approach abridges the gap between academic developments and everyday life in society.
 
 
== Applications ==
In the past decade ACS has been the basis of programs offered in different environments, namely:
 
* '''Health care''' - Health care professional - Also offered to individuals with physical, psychological or psychiatric disorders.
* '''Education''' - Educational professionals - Also offered to learners with and without learning disabilities.
* '''Business''' - Business professionals - Designer and communication trainings, individuals and groups.
* '''Governmental''' - Officials - Consultancy and communication training.
 
NOTE: The application of ACS is not limited to the above environments because: 1) it is not a therapeutic intervention, 2) an intervention to gain control over; and the only objective is to create awareness about one's points of departure or points of view.
 
== Programs ==
In the past couple of years in several countries, different programs have been developed that are based on ASC theories, practices and research, namely:
 
* '''Unifying Conceptual Designer''' program - A business oriented program that trains 'designers' who focus on facilitating organizational transformation.
* '''ACS Facilitator''' program - An education/social/health oriented program that trains 'facilitators' who focus on personal and social transformation.
* '''S.E.L.F.''' program - A 3-month individual (outreach) program that is tuned towards facilitating personal transformation. It affects all aspects of life, including learning, mental and physical health.
* '''Full-Spectrum Dialogue''' workshop - A program that guides learners towards making use of the full spectrum of perception (Brain-Heart) to communicate effectively and grow through dialogue.
 
 
== Research & Development ==
Those organizations that support ACS developments are presently seeking partnerships with academic institutes in The Netherlands, USA and South-East Asia to engage in Evidence Based Research. The following research activities have led to the development of amongst others the theories, diagnostic, feedback and other practices:
 
Phase I:
* '''Literary Research'''
* '''Fundamental Research'''
* '''Holistic Research'''
 
Phase II:
* '''Evidence Based Research''' (Seeking partnerships)
 
 
== Centers ==
* '''Aradne''' (USA) - R&D, all certification programs, academic partnerships in The Netherlands and USA.
* '''Stichting Business Universiteit''' (Netherlands) - Academic programs, academic partnerships in the USA
* '''Stichting-Reis''' (Netherlands) - R&D, all certification programs, academic partnerships in The Netherlands and Europe.
 
 
== References ==
<!--- See [[Wikipedia:Footnotes]] on how to create references using <ref></ref> tags which will then appear here automatically -->
{{Reflist}}
 
 
== Resources ==
* [http://www.selfos.net/upload/Support%20Men-Tsee-Khang.pdf Letter of Support] - Letter of support from the ''Tibetan Medical & Astrological Institute of H.H. the Dalai Lama''.
* [http://www.heartmathbenelux.com/doc/McCratyeal_article_in_integral_review_2009.pdf HeartMath article] - McCratyeal article in integral review 2009: The coherent Heart.
* [http://www.icrl.org/papers.html ICRL papers] - International Consciousness Research Laboratory (Princeton) that offers articles about consciousness research.
* [http://www.consciousness-quotient.com/ Consciousness Quotient Institute] - Resources on CQ and online Consciousness Quotient test.
* [http://www.perspectus.se/tjordan/ Thomas Jordan] - Resources on 'The roles of consciousness development in social conflicts'.
 
 
== External links ==
* [http://www.aradne.org/ Aradne] - Institute in the USA that supports the research and development of the ACS; and offers various ACS based programs.
* [http://www.sbuni.nl/index_en.html Stichting Business Universiteit] - Institute in The Netherlands that supports the research and development of ACS; and offers academic programs that include the ''Unifying Conceptual Designer'' program.
* [http://www.stichting-reis.nl/ Stichting-Reis] - Institute in The Netherlands that offers various ACS based programs.
* [http://www.myeyes.info/ my eyes Group] - Network organization that supports the development and offers ACS and business oriented programs.
* [http://www.thebacajourney.com/ The Baca Journey] - A website that offers many resources regarding conscious living.

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This editable Main Article is under development and subject to a disclaimer.

Applied Consciousness Sciences (or ACS) is not a scientific field but the name given to a project or institution founded in 2001 in the Netherlands that claims to guide and teach how to use and develop one's "awareness".

While there are several institutions involved that advertise ACS and refer to each other, there is no evidence that they, their work, or the field they present are acknowledged by any third-party-reputed expert or institution.

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