Bachelor of Science in Education/Early Childhood Education

The Bachelor of Arts in Education (BSED) with a specialization in Early Childhood Education is an undergraduate degree program preparing candidates for teacher licensure in the field of early childhood (birth to age eight/grade 3). The curriculum is aligned with the Interstate Teaching Assessment and Support Consortium's (InTASC) model core teaching standards and the National Association for the Education of Young Children (NAEYC) standards. The curriculum includes common core standards, child development and learning, building family and community relations, cultural diversity, assessment to support young children and families, strong content knowledge to build developmentally appropriate and meaningful curriculum and experiences, and professionalism and ethics of educators. Throughout the program, students are required to complete verified field experiences and student teaching.

The Bachelor of Science in Education/Early Childhood is an undergraduate degree program intended to prepare students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to work with children from pre-K through grade 3 or age 8 as a licensed early childhood educator. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

The Bachelor of Science in Education/Elementary (BSEd-E) is an undergraduate degree program preparing candidates for teacher licensure. The guiding philosophy of the BSEd/E program is to provide students with the skills and knowledge that will allow them to become competent and effective educators. This program focuses on elementary student learning by developing the skills of the educator responsible for that learning. Student teaching is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher. Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences, covering a variety of developmental levels. The focus of each observation will relate to specific course content.

The Bachelor of Science in Education/Elementary Education is an undergraduate degree program intended to prepare students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to become elementary school teachers and includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

The mission of the Doctor of Education in Higher Education Administration program is to prepare education professionals who can address the multiple challenges facing higher education in a dynamic global community. The program prepares students to lead innovative, institutional policy changes and improvements within complex educational environments involving multiple stakeholders. The program addresses the diversity of higher education entities including public and private colleges and universities, governmental entities, accrediting and regulatory bodies, and higher education professional associations. The program emphasizes the discovery, integration and application of knowledge about higher education and leadership, promotes a commitment to professional integrity and development, the value of human diversity, innovative practice, and collaboration.

The Master of Arts in Education/Administration and Supervision program prepares candidates for principal licensure. The standards-based program is designed to provide principal candidates with the knowledge, skills, and dispositions necessary to be successful school leaders who can apply theory to practice. The program encompasses instructional leadership, organizational management, technology management, and data-driven decision-making. An administrative internship is an integral component of the program, providing candidates with a field-based experience in the various aspects of school administration and supervision.

The Master of Arts in Education/Administration and Supervision is a graduate program intended to prepare candidates for K12 school principal licensure. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and an administrative internship above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed school principal. There may be additional qualifications and/or disqualifications applicable in order to work as a principal with any local, state or federal entity.

The Master of Arts/Adult Education and Training (MAED/AET) program is designed for individuals interested in working with adult learners in areas such as corporate training, non-profit and community-based organizations, government, postsecondary education, and human services agencies. Learners develop competencies and expertise necessary to align education and training with strategic objectives and human services foundations across an enterprise with culturally diverse populations. Learners expand their knowledge in andragogical theory, instructional design and strategies, assessment of learning, delivering online learning, management and marketing, and technology integration. In addition, learners engage in practice through collaborative learning, social media, and community-based learning. Graduates will be able to serve adult students, colleagues, industries, and communities as expert educators and trainers.

The Master of Arts in Education/Adult Education and Training is a graduate degree program intended for students interested in working with adult learners in an educational or training environment. The MAED/AET does not prepare students for any type of professional certification or state licensure as a teacher. The program is only intended as an advanced degree.

The Master of Arts in Education program with a specialization in Curriculum and Instruction is intended to afford P-12 educators the opportunity to enhance their curriculum, instruction, and leadership repertoire by expanding their knowledge of assessment, instructional strategies, integration of technology, professional development, data-driven decision making, and mentoring and coaching. Educators will develop teacher leadership skills by exploring the latest research, trends, and strategies. Graduates will be able to effectively collaborate with all stakeholders and serve their students, colleagues, and communities as ethical leaders committed to excellence.

The Master of Arts in Education/Curriculum and Instruction is a graduate degree program intended to provide educators with advanced knowledge and skills in curriculum and instruction. The MAED/CI does not prepare students for any type of professional certification or state licensure as a teacher. The program is only intended as an advanced degree.

The Master of Arts in Education/Elementary Teacher Education (MAED/TED-E) is a graduate degree program preparing candidates for initial teacher licensure. The guiding philosophy of the MAED/TED-E program is to provide the adult student, who already has a degree in a discipline other than education, with the knowledge, skills and dispositions that will allow him or her to become a competent and effective educator. This program focuses on elementary student learning by improving the educator's responsibility for that learning. Clinical Practice (student teaching) is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The clinical practice is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher. Throughout the program, students are required to complete a minimum of 100 hours of verified clinical experiences covering a variety of developmental levels. The focus of each experience will relate to specific course content and professional preparation. Documentation will be maintained in the student's professional portfolio.

The Master of Arts in Education/Elementary Teacher Education is a graduate degree program intended for students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to become elementary school teachers. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

The Master of Arts in Education/Secondary Teacher Education (MAED/TED-S) is a graduate degree program preparing candidates for initial teacher licensure for instruction in secondary education. The guiding philosophy of the MAED/TED-S program is to provide adult students who already have degrees in disciplines other than education with the knowledge, skills, and dispositions to become competent and effective secondary educators. Rigorous course work, clinical experience, and clinical practice are integral components of this program. Candidates complete a minimum of 100 hours of verified field-based clinical experiences at appropriate grades and content levels to prepare them for a culminating clinical practice as a student teacher. During their clinical practice (student teaching), candidates work with a cooperating teacher at a school site and with a University of Phoenix faculty supervisor. All clinical experiences are aligned to state and professional standards and prepare candidates to be effective educational professionals.

The Master of Arts in Education/Secondary Teacher Education (MAED/TED-S) is a graduate degree program preparing candidates for initial teacher licensure. The guiding philosophy of the MAED/TED-S program is to provide the adult student, who already has a degree in a discipline other than education, with the knowledge, skills and dispositions that will allow him or her (or change to plural throughout) to become a competent and effective educator. This program focuses on secondary student learning by improving the educators responsibility for that learning. Clinical Practice (student teaching) is an integral component of the Teacher Education Program. It provides students with a field-based experience at the appropriate grade and content level. Student teachers work with a cooperating teacher from a school site and with a University of Phoenix faculty advisor. The clinical practice is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified classroom teacher. Throughout the program, students are required to complete a minimum of 100 hours of verified clinical experiences covering a variety of developmental levels. The focus of each experience will relate to specific course content and professional preparation. Documentation will be maintained in the students professional portfolio.

The Master of Arts in Education (MAED) with a specialization in Special Education is a graduate degree program preparing candidates for teacher licensure in the field of special education. Candidates for this program have already earned a bachelor's degree and wish to gain the pedagogical skills and knowledge that will assist them in becoming effective special education educators. The program's curriculum includes orientation to the exceptional child, foundations and methodologies of mild disabilities, diagnosis and assessment of disabilities, structured English immersion, reading and language arts instruction, inclusion strategies, and collaboration and resource management for the special educator.

Throughout the program, students are required to complete a minimum of 100 hours of verified field experiences. The focus of each observation will relate to specific course content. Students' field experiences are designed to prepare them for student teaching. Student teaching is an integral component of the Special Education Program. Student teachers work with a cooperating teacher and with a University of Phoenix faculty advisor during a field-based experience in mild to moderate special education setting. The student teaching experience is designed to emphasize the achievement of state standards leading to certification and to present individuals with growth opportunities that best prepare them to assume the duties of a certified teacher.

The Master of Arts in Education/Special Education is a graduate degree program intended for students with no prior teaching experience for initial teacher licensure. The program is designed for students who want to become special education teachers. Candidates for this program have already earned a bachelors degree. The program includes a clinical component requiring field experiences and student teaching above and beyond program coursework. As licensure requirements may vary by state, it is the students responsibility to ascertain and meet licensure requirements in any state in which the student desires to practice and to contact the applicable state educator licensure agency to verify current requirements to become a licensed teacher. There may be additional qualifications and/or disqualifications applicable in order to work as a teacher with any local, state or federal entity.

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Online Education Degree Programs | University of Phoenix

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With all the demands of your busy life, you might think you dont have time to pursue the degree you want. At American InterContinental University, our Virtual Classroom lets you use your time productively and efficiently. The Virtual Classroom and the Virtual Campus at AIU are available to you all day, every day, onlineso its more convenient to fit college into your schedule.

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Classes start May 1, 2019!

Complete this form and an AIU Admissions Advisor will contact you and provide further assistance.

"I don't think I would have the life that I have right now if I would not have gone back to AIU and finished my degree."

- Amanda Schmeichel, BBA 2015

BBA 2015

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We offer bachelor's degree completion programs through Palmetto College, and our graduate school offers online graduate degree programs in education, engineering, health information technology and public health. You'll find a variety of individual online courses as well.

Many individual courses are also available online. Some require you to sign into a class at a set time; others are accessible on demand.The Distributed Learning Course Guide provides a detailed list of current courses.*

Palmetto College brings together the resources of the entire University of South Carolina system to combine the quality of a USC degree with the flexibility of online learning. Students who have earned at least 60 hours of college credit and meet degree grade point requirements can pursue a range of bachelor's degrees online.

Access an innovative, 12-month RN to B.S.N. online degree program designed for registered nurses who want to advance professionally. The interdisciplinary programof 100 percent online course work will prepare and empower you for the future of health care.

Our online graduate degree programs are designed to bring you the same quality and rich academic experience that our on-campus students enjoy. This flexible, affordable format allows you topursue advanced studieswhile you continue to devote time and energy to growth in your professional and personal life.

* Students taking online courses may be required to be proctored during online test completion. If students are unable to attend test proctoring sessions in person at the Testing Center, additional fees may apply for online test proctoring if the course requires online testing.

Our online graduate education programs are ranked No. 15 in the nation according to U.S. News & World Report (2015).

$1.2 millionComingback to school can changeyour life. According to a recentstudy by the Darla MooreSchool of Business, onaverage, over a lifetime,individuals with bachelor'sdegrees earn $1.2 millionmore than those whocompleted high school.

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Online Education | University of South Carolina

These pages include information for prospective students that are interested in taking online or blended courses at the college or those who have instructors that are using the college's Learning Management System (LMS) Blackboard Learn to supplement their face-to-face instruction.

Faculty who are interested in learning more about Blackboard or getting certified to teach online should visit our ONLINE FACULTY site.

Suffolk Online refers to the online Learning Management System, Blackboard Learn. Through this online platform, instructors provide learning materials, create various learning activities, collect student work, and conduct assessments.

At Suffolk, online education refers to the online Learning Management System (LMS) Blackboard Learn, and may include any online materials that instructors provide for their students to fully participate in a course. For example, a traditional lecture style course may require students to do homework online.

Online education is an attractive option for individuals who are self-motivated and can work independently. There is no difference in what you are expected to learn; it is the modality that is different.

Students should enroll in fully online or blended courses only if they are serious about and capable of more independent, computerized learning and timely completion of college-level coursework. In a fully online or blended/hybrid course, students will participate in lessons, complete assignments (e.g., essay exams, research papers, etc.) and take online assessments.

To enroll in an online course, students should have successfully completed any requisite developmental coursework.

Those who are apt to succeed as online learners:

Success in fully online and blended/hybrid courses require a combination of personal motivation, the ability to use computer technology, self-direction in completing coursework on time, and the reading and writing skills to communicate with both the instructor and classmates.

Proceed to "Is Online Learning Right for Me?" to assess your potential for online learning success.

Students who cannot find answers to their online education questions on Suffolks website are welcome to call Suffolks Online Education Concierge Service at (631) 451-4804. Questions will either be personally answered or students will be directed to the appropriate Suffolk County Community College Office to acquire the information. If not immediate, response time to inquiries are anticipated to be within one day.

Suffolk's Online Education Concierge Service Hours:

Monday through Thursday:9:00 a.m. 7:00 p.m.

Friday:9:00 a.m. 6:00 p.m.

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Florida Realtors Online Education

Florida Realtors offers a variety of online and multimedia education options for today's busy Realtor.

GRI Classes Online

Florida Realtors is pleased to announce its partnership with Van Education Center (VanEd) in bringing the Graduate, Realtor Institute program to you.

VanEd is a leading provider of online education courses for real estate and appraisal professionals. With this partnership, Florida Realtors offers members of our local boards and associations the accessibility of the GRI coursework in a convenient, at-your-own-pace, online format.

IMPORTANT NOTE: The GRI Online program is now approved for CE and post-license credit.

iCE Courses Offered Through Florida Realtors

Say goodbye to boring continuing education! In the "gamified" world of Interact CE, you'll attract customers, negotiate contracts and win listings. Plus, you'll earn your state-required hours at your own pace on your phone or tablet and increase your real-world skills in your spare time from the comfort of anywhere.

Interact CE - The Continuing Education Game

Say goodbye to boring continuing education! In our world youll attract customers, negotiate contracts and win listings! Increase your real-world skills in your spare time from the comfort of anywhere! Earn your state required hours at your own pace on your phone or tablet.

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Online Education EDUCATION - FAR

Teachers can take their students on field trips across the country and around the world. They can explore the Library of Congress or Lincoln Memorial through interactive tours. A baby panda, mysterious octopus and curious orangutan are just a mouse click away by way of zoo and aquarium web cams like the AnimalCams at the National Zoological Park. Tech Robotics, the Paleontology Portal and Amusement Park Physics are just a few of the virtual science adventures that can spark the imagination of young minds. Virtual field trips open up the world and the universe to students and their teachers. Whether it's a teacher-guided group field trip or individual student projects, the wide array of virtual tours freely available online can add an exciting dimension to the classroom.

History

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A Teacher's Ultimate Destination for Virtual Field Trips

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Founded in 1998 as "Continuing Education Online", ProCEO, Inc. remains true to its core mission of developing and delivering quality web-based interactive education to health care industry professionals. Over the last fifteen years, ProCEO has experienced considerable growth, currently serving over 190,000 registrants who participate in educational programs provided on behalf of several very large health care enterprises.

ProCEO products and services equip medical organizations with all of the tools necessary to outsource development, delivery and administration of online training and education programs. ProCEO creates customized course content designed to meet the needs of the facility and implements online presentations which are branded with the organization's "look and feel". This is accomplished through the use of ProCEO's proprietary Learning Management Software system known as the "Online Secure Course Administration Resource" or OSCAR; and through the assignment of experienced education consultants who work with facility staff to develop and design course material which meets the specific goals of the institution. In addition, ProCEO provides a complete technical assistance and customer support help desk that is available to all users around the clock.

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Pyotr Demianovich Ouspenskii (known in English as Peter D. Ouspensky, ; 5 March 1878 2 October 1947),[1] was a Russian esotericist known for his expositions of the early work of the Greek-Armenian teacher of esoteric doctrine George Gurdjieff, whom he met in Moscow in 1915. Ouspensky was associated[by whom?] with the ideas and practices originating with Gurdjieff from then on. He shared the (Gurdjieff) "system" for 25 years in England and the United States, having separated from Gurdjieff in 1924 personally, for reasons he explains in the last chapter of his book In Search of the Miraculous.

All in all, Ouspensky studied the Gurdjieff system directly under Gurdjieff's own supervision for a period of ten years, from 1915 to 1924. His book In Search of the Miraculous recounts what he learned from Gurdjieff during those years. While lecturing in London in 1924, he announced that he would continue independently the way he had begun in 1921. Some, including his close pupil Rodney Collin, say that he finally gave up the system in 1947, just before his death, but his own recorded words on the subject ("A Record of Meetings", published posthumously) do not clearly endorse this judgement, nor does Ouspensky's emphasis on "you must make a new beginning" after confessing "I've left the system".[2]

Ouspensky was born in Moscow in 1878. In 1890, he was studying at the Second Moscow Gymnasium, a government school attended by boys from 10 to 18. At the age of 16, he was expelled from school for painting graffiti on the wall in plain sight of a visiting inspector; thereafter, he would be more or less on his own.[3] In 1906, he was working in the editorial office of the Moscow daily paper The Morning. In 1907 he discovered Theosophy. In the autumn of 1913, age 35, before the beginning of World War I, he journeyed to the East in search of the miraculous, visited Theosophists in Adyar but was forced to return to Moscow after the beginning of the Great War. There he met George Gurdjieff and married Sophie Grigorievna Maximenko. He had a mistress by the name of Anna Ilinishna Butkovsky.[4]

His first book, The Fourth Dimension, appeared in 1909; his second book, Tertium Organum, in 1912. A New Model of the Universe, as explained by Ouspensky in the foreword of the second edition, was written and published as articles by 1914, updated to include "recent developments in physics" and republished as a book in Russian in 1917. The work, as reflected in its title, shows the influence of Francis Bacon and Max Mller and has been interpreted as an attempt to reconcile ideas from natural science and the burgeoning field of religious studies with occultism in the tradition of Gurdjieff and Theosophy.[5] It was assumed that that book was lost to the Revolution's violence, but it was then republished in English (without his knowledge) in 1931. Since the earliest lectures this work attracted a who's who of philosophy (see below) and has been to this day a widely accepted authoritative basis for a study of metaphysics, or rather, to exceed the limits of the same by his "psychological method", which he defines as (paraphrasing p.75.) "a calibration of the tools of human understanding to derive the actual meaning of the thing itself."

This term is one of three high concepts of the material presented, along with "the esoteric method" which as he sums up (p.76) depends on the first to derive the possibility of something beyond ordinary human effort entirely. In high concept terms: "The idea of esotericism ... holds that the very great majority of our ideas are not the product of evolution but the product of the degeneration of ideas which existed at some time or are still existing somewhere in much higher, purer and more complete forms." (p.47) Ouspensky's reputation is presently degenerated to being a follower of Gurdjieff rather than a partner (see below) and the apex of esotericism, self-knowledge, and metaphysical thought. The title itself promises a model of the universe, or unified theory of everything, which it is. He also wrote the novel Strange Life of Ivan Osokin, which explored the concept of eternal recurrence or the eternal return.

He traveled in Europe and the East India, Ceylon (now Sri Lanka) and Egypt in his search for knowledge. After his return to Russia and his introduction to Gurdjieff in 1915, Ouspensky spent the next few years studying with him, and supporting the founding of a school.

Denying the ultimate reality of space and time in his book Tertium Organum,[6] he also negates Aristotle's Logical Formula of Identification of "A is A" and finally concludes in his "higher logic" that A is both A and not-A.[7]

Unbeknown to Ouspensky, a Russian migr by the name of Nicholas Bessarabof took a copy of Tertium Organum to America and placed it in the hands of the architect Claude Bragdon who could read Russian and was interested in the fourth dimension.[8] Tertium Organum was rendered into English by Bragdon who had incorporated his own design of the hypercube[9][10] into the Rochester Chamber of Commerce building.[11] Bragdon also published the book and the publication was such a success that it was finally taken up by Alfred A. Knopf. At the time, in the early 1920s, Ouspensky's whereabouts were unknown until Bragdon located him in Constantinople and paid him back some royalties.

Ouspensky's lectures in London were attended by such literary figures as Aldous Huxley, T. S. Eliot, Gerald Heard and other writers, journalists and doctors. His influence on the literary scene of the 1920s and 1930s as well as on the Russian avant-garde was immense but still very little known.[12] It was said of Ouspensky that, though nonreligious, he had one prayer: not to become famous during his lifetime.

Ouspensky also provided an original discussion of the nature and expression of sexuality in his A New Model of the Universe; among other things, he draws a distinction between erotica and pornography.

During his years in Moscow, Ouspensky wrote for several newspapers and was particularly interested in the then-fashionable idea of the fourth dimension.[13] His first published work was titled The Fourth Dimension[14] and he explored the subject along the ideas prevalent at the time in the works of Charles H. Hinton,[15] the fourth dimension being an extension in space.[16][17] Ouspensky treats time as a fourth dimension only indirectly in a novel he wrote titled Strange Life of Ivan Osokin[18] where he also explores the theory of eternal recurrence.

After the Bolshevik revolution, Ouspensky travelled to London by way of Istanbul.G. R. S. Mead became interested in the fourth dimension and Lady Rothermere, wife of Harold Harmsworth, 1st Viscount Rothermere, the press magnate, was willing to spread the news of Ouspenky's Tertium Organum, while Ouspensky's acquaintance A. R. Orage was telling others about Ouspensky. By order of the British government, Gurdjieff was not allowed to settle in London. Gurdjieff finally went to France with a considerable sum of money raised by Ouspensky and his friends and settled down near Paris at the Prieur in Fontainebleau-Avon.[19] It was during this time, after Gurdjieff founded his Institute for the Harmonious Development of Man in France, that Ouspensky came to the conclusion that he was no longer able to understand his former teacher and made a decision to discontinue association with him, setting up his own organisation, The Society for the Study of Normal Psychology, which is now known as The Study Society.[20]

Nevertheless, Ouspensky wrote about Gurdjieff's teachings in a book originally entitled Fragments of an Unknown Teaching, only published posthumously in 1947 under the title In Search of the Miraculous. While this volume has been criticized by some of those who have followed Gurdjieff's teachings as only a partial representation of the totality of his ideas, it nevertheless provides what is probably the most concise explanation of the material that was included. This is in sharp contrast to the writings of Gurdjieff himself, such as Beelzebub's Tales to his Grandson, where the ideas and precepts of Gurdjieff's teachings are found very deeply veiled in allegory. Initially, Ouspensky had intended this book to be published only if Beelzebub's Tales to his Grandson were not published. But after his death, Mme Ouspensky showed its draft to Gurdjieff who praised its accuracy and permitted its publication.

Ouspensky died in Lyne Place, Surrey, in 1947. Shortly after his death, The Psychology of Man's Possible Evolution was published, together with In Search of the Miraculous. A facsimile edition of In Search of the Miraculous was published in 2004 by Paul H. Crompton Ltd. London. Transcripts of some of his lectures were published under the title of The Fourth Way in 1957; largely a collection of question and answer sessions, the book details important concepts, both introductory and advanced, for students of these teachings.

Ouspensky's papers are held at Yale University Library's Manuscripts and Archives department.

After Ouspensky broke away from Gurdjieff, he taught the "Fourth Way", as he understood it, to his independent groups.

Gurdjieff proposed that there are three ways of self-development generally known in esoteric circles. These are the Way of the Fakir, dealing exclusively with the physical body, the Way of the Monk, dealing with the emotions, and the Way of the Yogi, dealing with the mind. What is common about the three ways is that they demand complete seclusion from the world. According to Gurdjieff, there is a Fourth Way which does not demand its followers to abandon the world. The work of self-development takes place right in the midst of ordinary life. Gurdjieff called his system a school of the Fourth Way where a person learns to work in harmony with his physical body, emotions and mind. Ouspensky picked up this idea and continued his own school along this line.[21]

Ouspensky made the term "Fourth Way" and its use central to his own teaching of the ideas of Gurdjieff. He greatly focused on Fourth Way schools and their existence throughout history.

Students

Among his students were Rodney Collin, Maurice Nicoll, Robert S de Ropp, Kenneth Walker, Remedios Varo and Dr Francis Roles.[22]

Ouspensky personally confessed the difficulties he was experiencing with "self-remembering," which has later been defined by Osho as 'witnessing'. The present phraseology in the teachings of Advaita is to be in awareness, or being aware of being aware. It is also believed to be consistent with the Buddhist practice of 'mindfulness'. The ultimate goal of each is to be always in a state of meditation even in sleep. It was[clarification needed]a technique to which he had been introduced by Gurdjieff himself. Gurdjieff explained to him this was the missing link to everything else. While in Russia, Ouspensky himself experimented with the technique with a certain degree of success and in his lectures in London and America, he emphasized its practice. The technique requires a division of attention, so that a person not only pays attention to what is going on in the exterior world but also in the interior. A.L. Volinsky, an acquaintance of Ouspensky in Russia mentioned to Ouspensky that this was what professor Wundt meant by apperception. Ouspensky disagreed and noted how an idea so profound to him would pass unnoticed by people whom he considered intelligent. Gurdjieff explained the Rosicrucian principle that in order to bring about a result or manifestation, three things are necessary. With self-remembering and self-observation two things are present. The third one is explained by Ouspensky in his tract on Conscience: it is the non-expression of negative emotions.[23][24]

Self-Knowledge

According to Beryl Pogson, author of The Work Life, "...the only real poverty is lack of self-knowledge."[25]

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After surveying your online education options, choose a school that fits your personal goals and learning style. The About.com list of Online Education Program Profiles can help you make the right decision.

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