The course endeavors to help build the foundations of a well-lived life by strengthening the participants’ capacity to nurture, develop, and expand themselves. This is possible by honing and enhancing the participants’ ability to learn the seven self-mastery skills, namely: Learning to Think, Learning to Intuit, Learning to Feel, Learning to Do, Learning to Communicate, Learning to Lead, and Learning to Be. These are the lifelong skills that are often neglected, when in fact, these are essential to become successful and responsible individuals. The course delves into each and every one of these seven self-mastery skills by focusing on the person and not the subject matter at hand. As such, the course will be highly experiential, reflective and personal. The course’s main reference is Dr. Morato’s Self-Mastery book.
Depending on the client organization’s needs, the following modules can be delivered:
1. Whole Brain Thinking and Learning

The course on Whole Brain Thinking and Learning explores the fascinating and myriad facets of the thinking brain, how it is configured, how it learns and how it grows. To fully realize our human potentials, we must expand our learning horizons to maximize the neural pathways of our mind. We can learn through our senses and beyond our senses. We can examine the way we think and improve upon it. The course is anchored on the scientific studies of Drs. Roger Sperry, Paul Mclean, Ned Hermann and Howard Gardner. Finally, it revisits the theories of Carl Jung and the adaptations of Drs. Myers and Briggs.These men and women unlocked “the beautiful mind” lodged in each and every one of us for we have been created in “the image and likeness of God”. The course probes on our capacity to think using our left and right brain hemispheres, our triune brain, our quadrant brain, our multiple intelligences and our sixteen personality types.
2. Learning to Think

The human brain governs all facets of our being: our ability to think, to sense, to
intuit, to feel, to do things and to communicate with one another. It is the most
powerful and, yet, the least understood organ of the human body. It was only in the
1960s when the work of Nobel laureate, Dr. Roger Sperry, and his colleagues
revealed the thinking dichotomy between the left and the right hemispheres of the
brain. Their post-surgical observations of epileptic patients concluded that the two
halves of the brain functioned differently. The right hemisphere thinks in visual and
spatial patterns and grasps the whole picture. The left half preferred sequential,
logical, verbal and mathematical thinking and tends to appreciate the parts that
compose the whole. Subsequent experiments by scientists confirmed the findings of
Sperry, but they discovered that both hemispheres can actually learn to think in
many ways. There is just a preference for each half to function in a certain manner.
An impaired left or right brain can learn to take on the qualities of the opposite half.
3. Learning to Intuit
The standard definition of intuition is “to know without the use of reasoning”. Intuition comes from the Latin word “intueri”, which means “to see within” or “to look upon”. It is knowing without exactly knowing how you know. Intuition has been defined in many ways because it comes in many forms. It is the instant recognition of the right answer to a complex question. It is the discernment of a pattern of human behavior within a very short span of time and with very little interaction. It is the rapid analysis and synthesis of facts and figures that would otherwise take long to figure out. It is an emotional state of certainty that something is very wrong or very right about a situation or a person. It is a physical sensation or a bodily response to yet unknown internal or externals stimuli. It is a revelation of the subconscious self to the conscious self during a period of personal illumination, whether through deep and reverie. It is the precognition of things to come. It is the stroke of genius that discovers laws of nature, brilliant musical compositions and creative works of art. It is a spiritual bliss and enlightenment. More mundanely, it is a hunch, a gut feel.
4. Learning to Feel
Learning to feel is to grow “in wisdom and in grace”. In general, older people become wiser. They are not wiser because they have gained more intellectual acumen but because they have learned to tame their emotions in making critical decisions. They have accumulated more knowledge but this knowledge naturally comes in the context of human experience wherein relationships and values are always present. Wiser people are able to make better judgments not solely on the basis of logical reasoning but, more and more so, because they have gotten a deeper appreciation of human feelings.
5. Learning to Do
Doing things well can be systematically learned. What needs a lot of systematic doing is the doing of new projects and programs or the launching of new products or services. It is the doing of untried things that requires organizations and individuals to put substantial emphasis on the three phases of doing. These are:

First Phase – Learning Before Doing

Second Phase – Learning While Doing

Third Phase – Learning After Doing

For endeavors that have been completed and terminated, the third phase of Learning After Doing would, obviously, suffice. For existing projects, programs or products, the second and third phases would be relevant. However, for future activities that involve significant changes in operations, then all three phases should be applied.

6. Learning to Communicate
The art of effective communication flowered in ancient Greece. Politicians and citizens brought important matters for discussion in the agora or the marketplace. It was in the agora where democracy flourished. Free and open speech gave the Greeks the gift of the golden tongue. In their courts of law, the citizens of Greece pleaded their own cases. If they were not as gifted in their oratory skills, they employed professional speakers trained in rhetoric. Today, these professional speakers are our modern lawyers, many of whom do not really communicate as well as they should. They may know the law but many have lost the art of effective communication.
7. Learning to Lead
There is considerable debate on whether leaders are born or made. For those who argue that leaders are born, they cite the qualities and traits of leaders that have to do with their personality and character. Some of these traits seem to be innate, like a person’s charismatic appeal or ability to assert one’s self and make other people follow in crisis. They say that these cannot be learned in school. For those who argue that leaders are made, they believe that a person’s personal circumstances, experiences and lessons in life are responsible for eliciting leadership qualities and traits. If this is so, then these circumstances, experiences and lessons in life can be re-created to evoke “acts of leadership.” If done often enough, these acts can become habitual and lead to character transformation.
What differentiates leaders from followers is easy enough to describe. Leaders are outstanding individuals who have the ability to elicit the respect, loyalty, support and commitment of people. Leadership is not merely about gathering followers, because people in positions of authority can command their subordinates to obey. Leaders are heralded because they have higher levels of competency in a particular field of human endeavor (e.g. leaders in sports, academic institutions, scientific societies). Leaders can also be hailed if they possess higher levels of moral ascendancy and legitimacy. For certain constituencies, these are quite important. Finally, followers praise leaders who are altruistic and self-sacrificing rather than self-centered to ensure that the greater good of the group is attained.
8. Learning to Be
Learning to be the best person that you can ever become is a lifetime challenge. The paradox in this quest is knowing that the better you become, the farther you are from your best. There are millions of possible you, all promising to be the best you, but the more you discover a great you, the more the others present themselves. The person who is continuously discovering a new self is the one who will encounter a plethora of personal possibilities.

In the introductory module, social entrepreneurship as a concept will be defined and thoroughly introduced to the participants. Participants will be pushed to explore the value of the entrepreneurial process and how this translates to delivering the social objectives of social entrepreneurs. The life cycle of a social enterprise will also be tackled. The critical differences between social entrepreneurship and a social enterprise per se will also be discussed.
In the second module, the participants will experience the social entrepreneurial process. There are limitless opportunities for aspiring social entrepreneurs and these can be sought, screened, and seized as part of the entrepreneurial process. The module provides a framework on how and where these opportunities can be seen, how these opportunities can be screened, and how the screened opportunities can be seized through a fully functioning social enterprise. In the last module, the critical factors for seizing a social enterprise opportunity through the effective implementation of the management functions (marketing, operations, human resources, and finance) of a no nonsense social enterprise will be discussed. A social enterprise’s distributive element is what differentiates it from a mere enterprise undertaking. In a lot of cases, the distributive element is done through the provision of livelihood. This is also thoroughly explained in this module. Depending on the client organization’s needs, the content of the modules can be fully customized using Bayan Academy’s intellectual, human, social, and community capital formation experience on social enterprise development.