Living An Enriched Life
Welcome to the Hayden Center For Educational Excellence. Simply stated, the Center’s purpose is to provided a path for individuals to experience the benefits of living an enriched life.
My name is Lee Hayden and I’m very pleased you are visiting my website. I hope you will visit again and again. Please feel free to contact me by mobile phone at 702-945-1294 or by email at email@example.com.
People universally agree that human life is precious and that every individual desires to experience their best possible life. Because this desire is universal and because we human beings find ourselves in situations in which we struggle to achieve the best possible life, we human beings refer to this situation as the human condition.
And, people agree that the quality of a person’s life is based on a multitude of choices, both large and small, during their life journey. Most people confess making multiple poor choices. You may be a person who has make some poor choices and now desires to make a mid-course correction to achieve a more meaningful life. Or, you may be a young person who is starting their life and recognizes the critical importance of dialog with a life coach or mentor. Or, you may be a troubled person with a major need of guidance. If you are a person seeking a more meaningful life, then know this website is here to help. If you want to talk about your situation, please phone me at 702-945-1294.
Having lived long enough, most people realize that life is a struggle. The vast majority of people probably wish to experience their best possible life, but most don’t make the proper choices to achieve such a life. Most people don’t 1) consult with a life coach, mentor, or mature professional adult to determine guiding concepts, 2) make a plan that provides their definitions of a satisfactory life, good life, or best possible life, 3) create a strategy for achieving each lifestyle, or 4) perform periodic re-assessments of their plan and strategy. Instead of making choices, these people drift through life. Some people are born lucky with mature parents who make good choices for them; yet, best choices usually derive from deep personal involvement as suggested by the Socrates imperatives “Knowi thyself” and “The unexamined life is not worth living”.
There are multiple challenges when wanting to experience the best possible life. Probably, the most critical and difficult challenge is thinking about our thinking, formally known as metacognition.
Thinking about our thinking is a critical challenge because resulting thoughts 1) offer the possibility of getting us increasingly closer to our true self and 2) are superior source causes of our actions than ordinary thinking. Our actions define who we are to the outside world and provide a feedback mechanism for self-evaluation. Thinking about our thinking is a difficult challenge because we are attempting to know our mind with our own mind. Fortunately, this difficulty is surmountable after metacognative skills have been learned and we are able to expand our scope of thinking. With an expanded scope of thinking, our thinking can be about better thoughts.
The pursuit of “happiness“ and the “good life” by people of many cultures has motivated many philosophers, theologians, and intelligent people, from ancient to modern times, to characterize both “happiness” and the “good life” from their individual perspectives. In general, the diversity of individual concepts of a “happy/good life” for Man contribute to the understanding of what a “happy/good life” is or could be. This diversity has illuminated the strengths and weakneses of the various concepts and promoted development of superior concepts.
It has been well-estblished that “happiness/good life” is not found in a passing moment of pleasure or gratification, but rather in a sustained sense of living a life of learning, meaning, and purpose. In other words, a person can be wealthy, loved, and admired, but despite it all, be miserable.
Of course, I, too, am proposing and characterizing a unique concept of a good life. I anticipate you will find my approach especially easy to understand, engaging, beneficial, satisfying, and profoundly meaningful.
To distinquish my approach from others, I use the term “enriched life” instead of the term “happiness/good life”. The essence of living an enriched life is living a life that flourishes in a multitude of aspects because of an enlightened understanding of each of those aspects. Many of these aspects of living are addressed as coursework at the Hayden Center. An accumulation of enlightened understandings results in 1) a higher degree of personal freedom to achieve personal goals, 2) actions based on a higher degree of free will instead of social conditioning, 3) conducting life at a higher level of consciousness, and 4) development of leadership qualities that motivate others to seek enriched lives. Enlightenments are best acquired in a trusted educational environment that promotes critical thinking, empathy for the welfare of others, a creative and optimistic attitude about Man’s journey into the future, and personal growth of our humanness.
At the Hayden Center, the top level aspects of an enriched life are addressed by three educational programs: self-actualization, personal true-self, and community true-self. Each program contains multiple courses designed to address other aspects. Top level aspects within each program are cognitive intelligence, emotional intelligence, and social intelligence. The latter two programs are noteworthy because they have the additional advantage of leading to an exceptionally high level of moral intelligence. These latter two programs also address the problems caused by our social structures. Too frequently we are unaware of the extent we are driven by social conditioning and the associated loss of free will.
From my perspective as a physicist, each form of an enriched life is grounded in the modern vision of reality as characterized by the self-organization of the universe paradigm. Like stars, rocks, trees, and skunks, Man is an integral part of physical reality produced by the self-organizing universe. This paradigm represents modern scientific knowledge about physical reality developed by our great scientific disciplines and amplified by our understanding of the human condition. Man’s accumulated knowledge about reality is provided by almost all scientific disciplines, but the disciplines consisting of theology, philosophy, physics, chemistry, biology, psychology, and sociology are especially relevant and important. For referencing convenience and because they provide a full range of contemporary reality-based knowledge, these key disciplines are labeled as the great disciplines. (Please note that, at the Hayden Center, theology is defined as a scientific discipline.)
Unfortunately, many people may protest use of the term “self-organization” and the focus on scientific disciplines as excessive scientism. Others may protest the labeling of theology as a scientific discipline. Still others fear excessive intellectualism and necessity of high I.Q. We human beings are not all exactly equal in intelligence according to I.Q. tests, but I.Q. based intelligence is not the issue for our purposes. Instead, discovery and building an enriched life focuses on expanding our cognitive, emotional, social, and moral intelligences. Please be patient as the methodology is developed.
After almost 14 billion years of self-organization (evolution), the universe has produced consciousness in the form of we human beings. It is important to understand that we human beings are part of the fabric of the universe, i.e., part of physical reality. It is equally important to understand that, from a scientific perspective, we human beings are not placed into the universe. Thus, to reiterate, we accept contemporary scientific theory claims that human beings (including our bodies and brains) are the result of a self-organizing universe process. The self-organizing process has organized matter from lower levels of complexity to increasingly higher levels of complexity. Generally, a given higher level contains multiple lower levels. Each organizational level of matter has an associated function it performs. In the case of the modern human brain, the associated function is known as the human mind.
For present purposes, each organizational level of matter in the brain is called a structure. Thus, the human brain consists of multiple structures with newer structures added to older structures as a result of the self-organizing (evolution) process. In the case of the human brain, each structure has an associated function which is biologically identified as intelligence. The older structures of the brain each provide an unconscious intelligence; the newest structure provides a conscious intelligence. Each structure and its associated intelligence is fully active today, i.e., plays an important role in what we think and do.
Because each human being is part of the fabric of the universe, each of us has been self-organizing from child birth to today. This is a crucial point: each of us is an aspect of the universe that is self-organizing. Although small compared to the size of the universe, each of us is influencing the organizing path of the universe. Of course, our influence is much larger in our local region of the universe, i.e., the earth. Our personal organizational path in life is largely determined by interpretation of our personal experiences by our unconscious and conscious intelligences. Typical interpretations include: feeling of joy in all aspects of our life, self-esteem derived from real-world feedback, critical and reality based thinking, creativity and epochal (out of the box) based thinking, self-acceptance of aspects of our physical and mental being that cannot be changed, devotion to moral development, attitude toward other people and inter-personal relationships, and intrinsic motivation to learn.
Living an enriched life means to live at the highest possible level of consciousness irregardless of our intelligence. To live consciously means 1) to be acutely aware of our daily actions, purposes, values, and goals to the best of our ability, 2) to understand them as possible limitations, and 3) make the necessary changes to transform ourself to the next higher level of consciousness.
Most spiritual and philosophical traditions suggest that most human beings are sleepwalking through their own existence or going through life with eyes wide shut instead of wide open. Existence with eyes wide shut is extremely difficult to recognize because it feels as if eyes are wide open. Fortunately, methods exists for overcoming this difficult situation and achieving a high level of consciousness. Even people with very low self-esteem or performing poorly as a student can profit from these methods. Characterization of an enriched life, i.e., living at a very high level of consciousness, is presented in Table 1, Characterizinging Conscious Living Goals below.
Yet, it’s a harsh and unfortunate fact that some concepts are actually harmful to our understanding. Most people desire to experience an enriched life, but individual concepts of an enriched life varies dramatically according to their personal belief system. For example, belief in personal freedom is a decisively human quality but its expression must benefit, or at least not diminish, the social organization in which it is expressed. In a modern society, exercise of personal freedom in isolation from any social context or from a purely laisse-faire action or “pure rugged individualism” is deemed illegal or immoral. Thus, in modern society, an individual is best understood in the context of a wide variety of organizational relationships, loyalties, and networks of obligation.
By harsh and unfortunate fact, I mean that some individuals perceive an enriched life in the context of a true commitment to organizations that promote hatred, racism, or injustice and that devalue human life in some form. Also, the existence of individuals and their organizations reflecting excessive pietism and attempting to humiliate non-beliviers is another example of an unfortunate fact. In addition, excessive promotion of atheism that attemps to ridicule theistic perspectives when science has not invalidated the existence of a final intelligent creator of the universe is another example of an unfortunate fact. (Admittedly, the word “God” is too laden with mythic meanings that have distorted human knowledge, repressed valid feelings, corroded human relations, or subverted justice.) Most probably, these unfortunate defintions of an enriched life are born of neurotic dysfunction (poor self-steem, poor self-acceptance, poor sense of responsibility, etc) or personality dysfunction( excess belief they personally right and most other people are wrong). However, if during a period of deeply honest introspection and reflection, a person as describe above senses their perspective may be ill-founded, then they should consider the possibilities offered by the Hayden Center.
The purpose of The Hayden Center For Educational Excellence is to provide an educational environment supporting multiple programs of study leading to the student experience of a chosen level of an enriched life. The highest level of an enriched life is achieved when the student completes “The Personal True-Self Program” or “The Community True-Self Program”. Completion of the major Hayden Center programs requires an understanding of a new western cultural vision of reality. This new vision of reality includes a new vision of physics and evolution of the material world, a new vision of psychology and evolution of consciousness, a new view of sociology and evolution of social construction, and a new view of theology and evolution of the conception of God. This new vision of reality reflects a western orientation only and excludes eastern, Hindu, Buddist, and Islamic orientations.
Construction of the new vision of reality is based on the progression of empirical knowledge produced by the great disciplines, which are defined at the Hayden Center to be philosophy, theology, physics, chemistry, biology, psychology, and sociology. Each great discipline 1) adheres to the scientific methodology for problem solving, 2) is a traditional public discipline combined with enhancements that clarify its role in the new vision of reality and 3) consists multiple theories and the assumptions associated with each theory.
As suggested in an earlier paragraph, human beings, including their thoughts and beliefs, are best understood as a network of complex interaction of needs, desires, curiosity, creativity, relationships, social-cultural forces, loyalties, obligations, commitments, and a variety of self-attitudes. All great disciplines are required for we humans to understand, cope with, and build an enriched personal life and better world for everyone. Creating and experiencing an enriched life means that the individual routinely is open to possibilities offered by the environment, assesses these possibilities, then learns from and changes his environment for personal benefit and benefit of others. Such an individual does not exhibit an attitude of rugged individualism or laissez-faire. Althought not necessarily a political activist, such an individual is politically active and does not remain closed-lipped while others disrespect basic human dignities.
Achieving the true-self is a very difficult task. Recognition of failures is often a difficult task because of a strong human tendency to rationalize or self-justify our actions.
At the Hayden Center, reality is necessarily defined by the great scientific disciplines: philosophy, theology, physics, chemistry, biology, psychology, and sociology. Perhaps, somewhat surprising to some people, all these disciplines contribute to our understanding of reality and achieve validity by rigorously conforming to the scientific method for obtaining knowledge. A thing exists in reality if it can be reduced to any fundamental matter particle (fermion) or force particle (boson) defined by the standard particle model of physics. For example, human thoughts and human beliefs are arrangements of neurons in the human brain and neurons can be reduced to matter particles.
For convenience of discussion, a student is defined as any person of any age who is actively seeking the experience of an enriched life and is enrolled and participating in an Hayden Center educational program. An exception to this definition of a student occurs when it is necessary to distinguish between Hayden Center students and public school/university students. The intended meaning should be easily understood by the context of the discussion.
Before discussing the various programs offered by the Hayden Center, highlighting the availability of an mentoring option is especially important.
Student learning is greatly enhanced and accelerated when student uses a mentor. In particular, the challenges of the learning environment can be stressful at times. An experienced mentor can suggest an array of choices associated with a given difficult situation and even provide solution guidance. The difficult situation may be inside or outside the learning environment.
My passion and mission is being a trusted mentor to students making choices while on their educational journey leading to an enriched life.
The necessity of a high quality public education in promoting the general welfare of a nation and its citizens has long been and continues to be an accepted educational principle. Achieving an enriched life presupposes that the individual already possesses or is pursuing a traditional public education. Simultaneous engagement in specialty and public education is an intensive task and the individual must factor in all personal responsibilities before participating in both. Retaining a mentor will be very beneficial in this situation.
Students learn best when fully engaged in their learning environment, especially when the learning environment has been initially tailored to their learning styles. But, after learning how to learn, learning to think about their own thinking (metacognition), and learning to create meaning from their learning endeavors, students gradually globalize their learning styles. Eventually, a student’s vision increasingly sees deeper into both their internal world and external world. They gain knowledge that addresses reality produced by the universe and acquire critical, epochal, and speculative thinking talents. Their cognitive, emotional, and social intelligences expand. Simultaneously, their moral intelligence also expand to new heights. Of course, intelligences always seek more knowledge and soon the student discovers himself seeking his true-self. The Hayden Center continually seeks to provide growing learning environment.
The student’s initial passion and mission is full engagement in their educational journey leading to an enriched life.
According to my version of an old adage, the quality of a person’s life is based on the quality of the questions personally asked or absorbed from others. The adage has merit, but it is only a necessary condition and not a sufficient condition for establishing the quality of a person’s life. Without much contemplation , we recognize that the quality of our answers must somehow be included. Yet, as human beings, we must acknowledge that our questions may only appear to be high quality. And, further, we must acknowledge that the answers to our questions may range from incorrect or incomplete to excellent or true.
Want A Smart And Enriched Life?
Believe there is more to life than you are experiencing?
Don’t know what to do next?
The Hayden Center For Educational Excellence is here to help. The present web page identifies the Hayden Center goals and summarizes the methodology used to accomplish these goals. The top level goal is to provide the student with tools will identify the key tasks necessary for the student to become a personal center of excellence.
Education, defined as the process of acquiring knowledge, is inherently part of the human condition. Each of us has an insatiable need to know about ourself, the universe we inhabit, and the cause of the universe. If experiencing the best possible life is desired, then stopping learning is not an option. You will have experienced a smart life and lived your life to the fullest if you actively engage the educational process over your entire lifespan.
Seeking knowledge begins with the questions we ask. The quality of life a person lives is traceable to the quality of questions asked. Typical quality questions addressed by the various Lifestyle Programs at the Hayden Center include the following:
What is a smart life? A great life?
How do we achieve a great life?
We must not be indifferent to these questions. We can not be indifferent to self-evaluation. Many people avoid this knowledge because it makes them uncomfortable. Many people shrug it off, evade it, declare that we are only interested in practical matters. But, people can not evade self-evaluation. If they don’t look at themselves, then they become a mystery to themselves. They will endure the consequences.
Current Lifestyle Programs offered are 1) Self-Reinvention, 2) Self-Actualization, 3) Personal True-Self, and 4) Community True-Self. Except for Self-Reinvention program, each program is an amplification of the previous program. Each program consists of pairs of free brief courses and an associated fee based short course. The brief courses are presented online and summarize the associated short course. The short courses are presented face-to-face either online or person-to-person. The brief courses are informative and useful but the short courses provide subject proficiency and mastery.
Many students, both adults or young people in school, believe their learning is accelerated and of better quality when they use a tutoring service.
In agreement with many leaders, I believe that a higher quality of education in America could resolve major societal issues, including political, economic, employment, justice, law enforcement, and immigration issues. For example, I believe education triumps over legal constraints, which forces acceptable societal behaviors. This is the basis of my passion for improved education and my creation of the specific Hayden Center programs.
However, just because I have a passion for a situation, such as the state of education in America, does not mean that my passion will become your passion. Who, then, should a person listen to? . A friend once told me that odds are against the success of an unregistered educational program, created and sustained by a single individual, because that educational program will be viewed as untrustworthy. Most people only trust major public educational institutions or certain registered private schools. Someone else told me this website lacked market appeal. It response, it should be noted that the Hayden Center only complements or supplements traditional courses and does not replace them. The courses are brief , short, and offered at low cost.
People will make their own decisions regarding valued added by the Hayden Center. Stimulated by an author whose name and exact words I have long forgotten, I find an appealing truth, beauty, and necessity in the definition of skepticism as the chastity of our cognitive, emotional, and social intelligences. Thus, we should strive for purity of thought using each of our multiple intelligences. Like a maiden seeking a suitor while maintaining her purity, we listen with sincerity and empathy to ideas of each person passing along our path, but we do not give in to or embrace ideas presented by every person. Should an idea complement or adds value to our own set of ideas, then we embrace that person.
Philosophically, my top goal for the Hayden Center is to provide our student and clients with wisdom, inspiration, practical guidelines, and actual educational resources that will enable them to build a smarter and a more meaningful life for each aspect and phase of life. This is a goal that reflects my awareness of both the human condition and present existential reality. For the moment, my personal thoughts regarding achievement of this top goal are refreshing, exhilarating, inspirational, and motivational energy is high. I possess sufficient motivational energy, my personal thoughts exists as potential action items but dwell on insufficient resources and seemingly impossible goals can be accomplished.
I have a fondness regarding the many thoughts about this website. Arguably, too many thoughts. But, walking away from a passion is very difficult. It is like walking away from someone or some thing you love. The tearing away would break your heart, pound meaning from your life, and, like Ismail, necessitate finding comfort in the nearest funeral possession.. . . . . . .But, such a walk away will not occur. People have unselfishly loved and cared for me.
Students must recognize that signing-up for a specific fee-based short course is a commitment to enhancing their lifestyle in some way. Successful completion of an individual Hayden Center program signifies a high probably of a major lifestyle change. However, that lifestyle change is not achieved by mere intellectual knowledge and understanding alone, but additionally by an absortion of the course content such that it is a working belief. It is important to re-iterate that each program requires a commitment to each of the multiple short courses associated with the chosen program. Each short course varies in level of difficulty. It is the student’s ultimate responsibility to continually assess their personal level of confidence that a given course is incrementally transforming their belief system in at least some small way.
The short course, “Meta-cognition” is highly recommended as a early course at the Hayden Center.
Table 1. Characterizing Conscious Living Goals
Recognition of the great gifts of the universe: 1) capacity to love, 2) anxiety, and 3) personal freedom.
A deep appreciation of your own existence and being a conscious part of the reality produced by the universe
A deep commitment to practicing a very high level of consciousness and moral integrity as the highest manifestation of life
A deep commitment to contributing something of value and meaning back to the universe, including community and close relationships
An ability to experience life with full self-acceptance, self-responsibility, self-assertiveness, purpose, and integrity
Experience of joy when exercising cognitive, emotional, and social intelligences, especially during difficult and challenging tasks
An ability to be fully in the "moment" without losing the wider context
An ability to be fully in the "moment" without distracting thoughts, i.e., without a cloudy mind
An ability to conduct life's tasks with very high self-esteem
Possessing an outstanding vocabulary, speaking, and leadership skills
Abraham Maslow’s hierarchy of human needs is shown on the left. The chart shows self-actualization as the top level human need. As mentioned previously, the Hayden Center provides an educational program to achieve self-actualization, but it also has two higher level programs. One program is called the personal true-self and the other is community true-self.
Thinking About Better Thoughts
Want a better life than you are experiencing today?
List your goals in life and then expand your scope of thinking about each goal.
Believe you could be happier?
Our belief system limits personal growth to the next level. List possible limiting beliefs and expand your scope of thinking through it.
Wish your life could be more meaningful?
Contribute something of value to other people. Observed their changed life.
Realize we are what we think?
If yes, then this realization reflects a need to expand the scope of your thinking
Desire better personal presence, self-esteem, or self-confidence in people situations?
Need learning to be on your personal time schedule and relatively inexpensive?
Willing to work to have an enriched life?
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|BC - Verbal Self-Defense|
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