Developing Love in The Workplace

DEVELOPING LOVE, UNITY,
AND SPIRITUALITY IN THE

COMMUNITY AND THE
WORK PLACE
Four Worlds International Institute for Human and Community Development

347 Fairmont Blvd. S
Lethbridge, AB T1K 7J8, Canada
The Four Worlds Centre for Development Learning

P.O. Box 395
Cochrane, AB T4C 1A6, Canada
© Copyright 2006, Four Worlds International www.fwii.net

Great Nations
Are The
Natural Result
Of
Great People
© 2006, Four Worlds International

The Medicine Wheel
This is an ancient symbol used by

almost all the Native people of North
and South America. There are
many different ways that this
symbol is used: the four
grandfathers, the four winds, the
four directions, the four stages of life
and many other things that can be
talked about in sets of four. Just like
a mirror can be used to see things
not normally seen (like behind us,
or around a corner), the medicine
wheel can be used to help us see or
understand things we can’t quite see
or understand because they are
ideas and not physical objects.

The Medicine Wheel
Fire
Water Earth
The medicine wheel teaches us that the

four elements, earth, air, fire and
water, are all part of the same physical
world. All must be respected equally
Air for their gift of life.

The Medicine Wheel
White
Black Red
We can think of the human family as having

four symbolic races; red, yellow, white and
black. The medicine wheel teaches us that
the four symbolic races are all part of the
same human family. All are brothers and
sisters living on the same Mother Earth.
Yellow

The Medicine Wheel
Mental
Volition Spiritual
Physical
Human Beings have four interrelated

potentialities, mental, physical, emotional,
and spiritual, that are actualized through
volition.
Emotional
The Medicine Wheel
Infancy
Elderhood Childhood
Human Beings develop in four interrelated

stages; infancy, childhood, adulthood, and
elderhood.
Adulthood
individual
world family
community

PROPOSITION All dimensions of human potentially are inter-related and inter-dependent.
Well-being in any one of the many dimensions of human life is inseparably linked to
well-being in all the others.
Reflection:
Political
Mental
Economic Physical Spiritual Cultural
Emotional
Social

volition
participation
vision

Political/ideological
environment
political
conversational
environment
mental
economic and ecological

environment
environment
environment
economic
environment
Multicultural
Physical
Physical
spiritual
values Volition
cultural
participation
Vision
individual
emotional
environment family
Emotional support
social community
social environment world

The 5 Dimensions of Work
INTELLECTUAL
MATERIAL VOLITION SPIRITUAL
EMOTIONAL
© Copyright 2006, Four Worlds International

The Five Dimensions of Work
1. Material: concerned with physical issues such as

efficiency, equipment, comfort, safety and
adequate pay.
2. Intellectual: includes the collective intelligence
of employees plus their continuing drive for further
development and learning, as well as abilities to
effectively use available resources, to plan productively
and to be on the cutting edge.

3. Em otional: involves the interpersonal work

environment, how well people get along with each other
and how effectively they can be a team. Research shows
that effective teams usually need members to be concerned
with the process skills of support, listening, positive
feedback and lack of defensiveness, all of which require
members with mature emotional development.

4. Volitional: the desire or will to change for the better.

We may know that some other behavior would be healthier
but we may lack the will to change it. One psychiatrist
wrote that the hardest thing for his patients was not to
change but to decide to change. Once the will was there,
change was relatively easy.
5. Spiritual: concerned with moral issues, such as justice
and respect, and working toward empathy. Understands
each member to be a unique human being, a sacred soul
with dignity.

Organizational Change in the Five Dimensions of Work
Dimension Organizational Change
1. Physical Work design
Working conditions
Extrinsic rewards money, bonuses
Financial well-being of organization
2. Intellectual (Most Challenging work
organizational change Training to see job differently
takes place in the first Quality emphasis
two dimensions.)
Innovation and creativity
New responsibilities
Opportunities to learn and develop
Freedom-to-fail environment

Organizational Change in the Five Dimensions of Work
Dimension Organizational Change
3. Emotional (A small Supportive working relations
portion of change or Mutually respectful relationships with the boss
training programs deal Appreciation for work done
with this dimension.)
4. Volitional (Attention Desire for change
given here to resistance Willingness to make necessary sacrifices
to change and sacrifice.) Top levels ready to change and make real sacrifices, too
5. Spiritual Capacity and willingness to love

(Organizational change Integrity, trustworthiness, and respect up and down the
in this dimension is quite organization
rare, yet it is necessary Justice at all levels
to bring long-term health
Nobility and dignity of workers accepted
to the company.)
Wisdom of love: love others as yourself

Questions for Examining the Material Dimensions of Work
1. Does your organization operate mostly in the black?
*2. Are you in continuous financial crisis?
3. Do you have the resources to pay your employees decently? (Not do you
actually pay them, merely could you.)
*4. Are compensation differentials between top and bottom excessively large?
Increasing?
*5. Is there a high turnover rate for employees?
6. Are the places of work (factories, offices) clean, comfortable, well kept, and
adequately furnished?
7. Is the equipment used modern, efficient and safe?
Note: * indicates negative scoring.

Questions for Examining the Intellectual Dimensions of Work
1. Do your employees keep up with cutting-edge technology?
2. Do you spend adequate resources to send people for continuing education or to
important professional conferences?
3. Is spending on continuing education as a percentage of sales increasing?
4. Are employees able to get reference materials, books, journals, and magazines
that will help them learn more about their work and the environment?
5. Do you reward employees who continue to learn?
6. Are people happy to learn (rather than having to be coerced)?
7. Do other organizations respect the knowledge of your employees?
8. Do you respect the knowledge of your employees?
*9. Do employees often lack the necessary competence to complete projects
adequately and on time?

Questions for Examining the Emotional Dimensions of Work
1. Do there seem to be high levels of job satisfaction?
2. Do people enjoy working with each other?
3. Do employees like one another?
*4. Are there a disproportionate number of problems with depression, alcoholism,

and frequent, even violent, outbursts.
*5. In meetings, do people behave defensively or with power plays?
*6. Are people afraid to bring up in meetings what they really feel?
*7. Is there frequent concern about “not upsetting the boss”?

Questions for Examining the Volitional Dimensions of Work
1. Is there a willingness to look at the new ways of doing things?
2. Do you rarely hear “It won’t work” or “That’s impossible to do”?
3. Is there a high level of energy on new projects?
*4. Do workers put energy into maintaining the status quo?
*5. Are new programs met with many complaints and much resistance?

Questions for Examining the Spiritual Dimensions of Work
1. Is there an acceptance and assumption of integrity among coworkers and bosses?

2. Do people trust one another? Do they trust management?
*3. Do employees feel exploited or treated unjustly?
4. Do those you serve expect and get a quality product and service?
*5. Is cynicism common among employees?
6. Do people joyfully help one another?
*7. Is there a lot of backbiting?
*8. Are there political fights? Political intrigues? Political posturing?
9. Is there an openness of communication that depends on a deep level of trust and
commitment?

Questions for Examining the Spiritual Dimensions of Work
*10. Do people say different things to different people?
11. Is there a unity of “theory” and “practice” (i.e., do managers practice what
they preach)?
12. Can groups discuss problems and handle conflict in a competent and
dignified manner?
13. Is there a “spirit” of service to one another, to clients, to suppliers?

A Principle Centered Approach
In our field experience we have learned through a process of
action and systematic reflection on the results of that action to
turn to principles as a reliable guide for determining what to
do and how to do it effectively. It is all too easy to react to
people and situations in ways that do not serve the overall
purpose of fostering sustainable well-being and prosperity. A
principle-centered approach is a way of working that forces us
to look again and again at what we are really trying to achieve,
as well as what is really required for development processes to
be effective. By comparing our plans, and our own actions in
the field to known development principles we are able to
continually adjust our strategies and refine our practices. In
essence our growth and development as practitioners is
directly linked to our use of principles to guide and evaluate
our thinking and our action.
Principle #1:
Human beings can
transform their
worlds
The web of our relationships with others and the

natural world, which has given rise to the problems
we face as a human family, can be changed.
Principle #2:
Development comes
from within
The process of human and community development

unfolds from within each person, relationship,
family, organization, community or nation.
Principle #3:
Healing is a
necessary part of
development.
Healing the past, closing up old wounds and learning

healthy habits of thought and action to replace
dysfunctional thinking and disruptive patterns of human
relations is a necessary part of the process of sustainable
development.
DISCHARGE INDICATIONS AND SEQUENCE CHART
“Kind” of Painful Emotion Tension Manifestation During Discharge
ZEST (absence of painful Emotion) Happy relaxation, turning of attention away

 from experience of hurt.
BOREDOM Laughter, Animated Talking, Reluctant
 Talking
LIGHT ANGERS Laughter, warm perspiration

HEAVY ANGERS Angry noises, violent movements, warm
 perspiration
LIGHT FEARS Laughter, cold perspiration

(Embarrassments)
HEAVY FEARS Trembling, shivering, cold perspiration,
 active kidneys
GRIEFS Tears, sobbing

PHYSICAL PAINS AND TENSION Yawns, stretching, scratching

DISCHARGE INDICATIONS AND SEQUENCE
The client will begin substantial discharge as close to the bottom
of the painful emotion part of this chart as the tensions exist in
that particular pattern and/or as he is able to discharge and will
then tend to move upward on the chart as regularly as his
particular discharge inhibiting patterns permit.

Patterns of Abuse in Aboriginal Boarding and
Residential Schools
The patterns of abuse in Aboriginal and Residential
Schools in North America, researched and documented
by the Four Worlds International Institute for Human
and Community Development and other Aboriginal
research groups in Canada and the United States, include
the following:

Physical Abuses
Sexual assault, including forced sexual intercourse between men and women
in authority and girls and/or boys in their charge;
Forced oral-genital or masturbatory contact between men or women in
authority and girls and/or boys in their charge;
Sexual touching by men or women in authority of girls and/or boys in their
charge;
Performing private pseudo-official inspections of genitalia of girls and boys;
Arranging or inducing abortions in female children impregnated by men in
authority;
Sticking needles through the tongues of children, often leaving them in place
for extended periods of time;
Inserting needles into other regions of children’s anatomy;
Burning or scalding children;
Physical Abuses (cont’d)
Beating children into unconsciousness;
Beating children to the point of drawing blood;
Beating children to the point of inflicting serious permanent or semi-
permanent injuries, including broken arms, broken legs, broken ribs, fractured
skulls, shattered eardrums, and the like;
Using electrical shock devices on physically restrained children;
Forcing sick children to eat their own vomit;
Unprotected exposure (as punishment) to the natural elements (snow, rain,
and darkness), occasionally prolonged to the point of inducing life-threatening
conditions (e.g., frostbite, pneumonia);
Withholding medical attention from individuals suffering the effect of
physical abuses;
Shaving children’s heads (as punishment);
Psychological/Emotional Abuses
Administration of beatings to naked or partially naked children before their
fellow students and/or institutional officials;
Public individually directed verbal abuse, belittling and threatening;
Racism;
Performing public strip searches and genital inspections of children;
Forced removal of children from their homes, families and people;
Cutting children’s hair or shaving their heads (as policy);
Withholding presents, letters and other personal property of children;
Locking children in closets, sometimes for extended periods (as punishment);
Segregation of the sexes;

Psychological/Emotional Abuses(cont’d)
Proscription of the use of Aboriginal languages;
Proscription of the following of aboriginal religious or spiritual practices;
Eliminating any avenue by which to bring grievances, inform parents or
notify external authorities of abuses;
Forced labour
Long-term isolated confinement

Enforcing Unsuitable Living Conditions
Starvation (as punishment);
Inadequate nutrition (e.g., nutrition levels below that of needed for normal
growth and subsistence);
Providing food unfit for human consumption;
Exploiting child labour;
Forced labour under unsafe working conditions;
Inadequate medical services, sometimes leading to children’s deaths;

Omissions of Action - Church Inaction
Failure to bring local incidents of abuse to the attention of higher church
authorities;
Failure to bring local incidents of abuse to the attention of federal and
appropriate provincial governmental authorities;
Failure to protect children under their care from the sexual predations and
physical and emotional abuse from other children also attending Residential
School;
Failure to remove known sex offenders from positions of supervision and
control of children;
Acquiescence to federal funding levels below those the churches themselves
believed necessary for operation;
Starvation (as a cost-cutting measure);
Neglect of their educational mandate;
Omissions of Action - Government Inaction
Failure to adequately inspect or otherwise maintain effective supervision of
institutions into which their legal wards had been placed;
Failure to fund church schools at levels sufficient for maintaining the
physical health of their legal wards;
Failure to live up to the spirit of treaties signed promising education for
Aboriginal Peoples;
Collaboration with church officials in covering up the criminal behavior of
officials, both governmental and ecclesiastical;
Removal or relocation of internal personnel critical for Residential School
conditions.
*Excerpts from: The Circle Game, Rowland D. Chrisjohn, Ph.D., & Sherri L. Young, MA., 1994

Principle #4:
Justice
Every person (regardless of gender, race, age,

culture, religion) must be accorded equal
opportunity to participate in the process of healing
and development and to receive a fair share of the
benefits.
Principle #5:
No Vision, No
Development
A vision of who we can become, and what a sustainable

world would be like, works as a powerful magnet,
drawing us to our potential.
VISION
THE PROCESS OF HUMAN DEVELOPMENT

STEPPING INTO AN EVER RENEWING VISION OF HUMAN
POSSIBILITY
THE FOUR WORLDS DETERMINANTS OF HEALTH FOR
HEALTHY AND SUSTAINABLE INDIGENOUS
COMMUNITIES
These determinants of health for Indgienous Communities have emerged

from direct consultation with hundreds of Indigneous communities across
the Americas.
1. BASIC PHYSICAL NEEDS- adequate nutrition, clothing,
shelter, pure drinking water, sanitary waste disposal and access to
medical services.
2. SPIRITUALITY AND A SENSE OF PURPOSE -connection to
the Creator and a clear sense of purpose and direction in individual,
family, and community life, as well as, in the collective life of the
nation.

3. LIFE-SUSTAINING VALUES, MORALS AND ETHICS -
guiding principles and a code of conduct that informs choices in all
aspects of life so that at the level of individuals, families and
institutions.
4. SAFETY AND SECURITY -freedom from fear, intimidation,
threats, violence, criminal victimization and all forms of abuse both
within families and homes in all other aspects of the collective life of
the people.
5. ADEQUATE INCOME AND SUSTAINABLE ECONOMIES
-access to the resources needed to sustain life at a level that permits
the continued development of human well-being, as well as,
processes of economic engagement that are capable of producing
sustainable prosperity.

6. ADEQATE POWER -a reasonable level of control and voice in
shaping one’s life and environment through processes of
meaningful participation in the political, social and economic life
of one’s community and nation.
7. SOCIAL JUSTICE AND EQUITY -a fair and equitable
distribution of opportunities for all, as well as, sustainable
mechanisms and processes for rebalancing inequities, injustices,
and injuries that have or are occurring.
8. CULTURAL INTEGRITY AND IDENTITY -pride in heritage
and traditions, access to and utilization of the wisdom and
knowledge of the past, and a healthy identification with living
processes of one’s own culture as a distinct and viable way of
life for individuals, families, institutions, communities, and
nations.

9. COMMUNITY SOLIDARITY AND SOCIAL SUPPORT -to
live within a unified community that has a strong sense of its
common oneness and within which each person receives the
love, caring and support they need from others.
10. STRONG FAMILIES AND HEALTHY CHILD
DEVELOPMENT -families that are spiritually centered, loving,
unified, free from addictions and abuse, and which provide a
strong focus on supporting the developmental needs for children
from the time of conception through the early years and all the
way through the time of childhood and youth.
11. HEALTHY ECO-SYSTEM AND A SUSTAINABLE
RELATIONSHIP BETWEEN HUMAN BEINGS AND THE
NATURAL WORLD -the natural world is held precious and
honoured as sacred by the people. It is understood that human
beings live within nature as fish live in water.

12. CRITICAL LEARNING OPPORTUNITES -consistent and
systematic opportunities for continuous learning and improvement in
all aspects of life!
13. ADEQUATE HUMAN SERVICES AND SOCIAL SAFETY
NET -programs and processes to promote, support, and enhance
human healing and social development, as well as to protect and
enable the most vulnerable to lead lives of dignity and to achieve
adequate levels of well-being.
14. MEANINGFUL WORK AND SERVICE TO OTHERS -
opportunities for all to contribute meaningfully to the well-being and
progress of their families, communities, nations, as well as, to the
global human family.

Principle #6:
Authentic
Development is
Culturally Based
Healing and development must be rooted in the wisdom,

knowledge and living processes of the culture of the
people.
Principle #7
Interconnectedness
Everything is connected to everything else. Therfore, any aspect

of our healing and development is related to all the others
(personal, social, cultural, political, economic, etc.). When we
work on any one part, the whole circle is affected.
Principle #8
No Unity, No
Development
Unity means oneness. Without unity, the common oneness that

makes (seemingly) separate human beings into ‘community’ is
impossible. Disunity is the primary disease of community.
The New Management Virtues As
Foundations for Management Practices
TRUSTWORTHINESS
RESPECT
JUSTICE UNITY AND
DIGNITY
SERVICE AND HUMILITY

The New Management Virtues as Foundations for
Management Practices
New Management Virtue Management Concepts Behavioral Outcomes
Trustworthiness Stewardship/Management Managers assume honesty
accountability Customers, employees
expect integrity and no
scandals or misuse of funds
Toward Ethical Behavior
Unity Creating shared vision Unanimity in important
Commitment decisions
Reciprocity Customers satisfaction
ROI as only one
performance measure
Manager controller to
coach
Consulting when
management really listens,
respect for authority

Respect and Dignity Empowerment Job enrichment
Consensus decisions Sociotechnical systems
Commitment leadership Group-centered problem
solving
Self Managed teams
Manager as mentor, coach
Utilization of discretionary
effort
Justice Profit Sharing Employee ownership,
Equal Opportunity bonus
Removal of barriers to
equal opportunity

Service and Humility Community orientation Quality: communities
Quality movement view, systematic approach to
understanding, satisfying
Sharing power;
internal, external community
developing talented
subordinates Continuous improvement
Zero defect goal
Service mentality: learning
to be a servant

Factors that May Influence Respect and Dignity in Organizations
Builds Respect and Dignity Blocks Respect and Dignity
Within My 1. I allow people to make 1. I have been accused of

Control their own decisions and being insensitive at times
to have the freedom to and not noticing what
fail. demotivates my
employees.
2. I try to show 2. When I am pushed

appreciation for work against a deadline, I push
well done. others too hard, too.

Factors That May Influence Respect and Dignity in Organizations
Outside My 1. The organization has a 1. Sometimes top

Control good incentive management gets stuck in
program. its own ideas and forgets
the impact of the rest of
the company.
2. People are expected to 2. People in a few

departments complain
succeed and are treated
with a positive sense of that their ideas are stolen
optimism. by management and not
given due credit.

What Factors Influence Respect and Dignity in My Organization?
Within My
Control
Outside My
Control

Factors That May Influence Justice in Organizations
Builds Justice Blocks Justice
Within My 1. When there were some 1. I have been known to
Control cutbacks, we discussed spend more on myself
options as a group and than others get for nice
came to a decision. furniture and travel.
2. If there is a conflict, I try 2. Last year I discontinued
to listen to both sides some privileges of a few
before making any people, who called it
decisions. unfair.
Outside My 1. Insiders are given 1. Outsiders get higher
Control preference for openings salaries if they are
2. Most people feel they brought in for a position
have a voice to air 2. We had cutbacks
grievances. recently when our top
management got hefty
bonuses.
What Factors Influence Justice in My Organization?
Builds Justice Blocks Justice
Within My
Control
Outside My
Control

Factors That May Influence Unity in Organizations
Builds Unity Blocks Unity
Within My 1. My unit has a reasonably 1. Sometimes I am impatient
Control good shared vision and don’t search out all
2. We try to use consensus for views in meetings.
most decisions in my unit. 2. When I am too attached to
3. There is a minimum of an idea, I have a hard time
subgrouping in my unit. listening to others.
4. I discourage backbiting.
Outside 1. Strong company spirit 1. There are too many cliques
My exists. in our organization.
Control 2. Frequent social events are 2. Too much political
planned and attended. maneuvering takes place.

What Factors Influence Unity in My Organization?
Builds Unity Blocks Unity
Within My
Control
Outside My
Control

Principle #9:
No Participation,
No Development
Participation is the active engagement of the minds,

hearts and energy of the people in the process of their
own healing and development.
FOUR WORLDS PRINCIPLES FOR CONSULTATION
Purpose
• Create team commitment, trust among diverse participants
• Identify opportunities and solve problems
• Determine the best course of action
Ten Principles for Success

1. Respect each participant and appreciate each other’s diversity. This is the prime
requisite for consultation.
2. Value and consider all contributions. Belittle none. Withhold evaluation until
sufficient information has been gathered.*
3. Contribute and express opinions with complete freedom.
4. Carefully consider the views of others --- if a valid point of view has been offered,
accept it as your own.
5. Keep to the mission at hand. Extraneous conversation may be important to team
building, but it is not consultation, which is solution driven.

FOUR WORLDS PRINCIPLES FOR CONSULTATION
Ten Principles for Success (cont’d)

6. Share in the group’s unified purpose --- desire for success of the mission.
7. Expect the truth to emerge from the clash of differing opinions. Optimum
solutions emerge from diversity of opinion.
8. Once stated, let go of opinions. Don’t try to ‘‘defend’’ your position, but rather let
it go. Ownership causes disharmony among the team and almost always gets in the
way of finding the truth.
9. Contribute to maintaining a friendly atmosphere by speaking with courtesy,
dignity, care, and moderation. This will promote unity and openness.
10. Seek consensus. But if consensus is impossible, let the majority rule. Remember,
though, that decisions, once made, become the decision of every participant. After
the group has decided, dissenting opinions are destructive to the success of the
mission. When decisions are undertaken with total group support, wrong decisions
can be more fully observed and corrected.

Principle #10:
The hurt of one is
the hurt of all; the
honour of one is the
honour of all.
The basic fact of our oneness as a human family

means that development for some at the expense of
well-being for others is not acceptable or sustainable.
Principle #11:
Spirit
Human beings are both material and spiritual in nature.

It is therefore inconceivable that human community
could become whole and sustainable without bringing
our lives into balance with the requirements of our
spiritual nature.
Who does not trust
enough will not be
trusted.
-Lao Tsu

Is It Spiritual?
Programs, HR Policies, or Behaviors of Managers
Situation 1/ Situation 2/ Situation 3/

Proposed Proposed Proposed
Questions to Ask Behavior Behavior Behavior
1. Is it trustworthy? (Is it honest and
transparent?)
2. Does it create unity?
3. Does it maintain dignity?
4. Are my intentions pure? Am I detached?
5. Is it just?
6. Is it done in a spirit of service?
7. Does it show humility?
8. Would I be ashamed if others knew about it?
9. Does it demonstrate and develop competence?
10. Would I want to be treated this way?
Would the other person(s) want me to
behave this way (Wisdom of Love)?

Principle #12:
Morals and Ethics
Sustainable human and community development

requires a moral foundation. When morals decline
and basic ethical principles are violated,
development stops.
Four Worlds International Institute
Suggested Qualities of Principle-Centered Leaders
1. Spiritually centered - actively in a relationship with the Creator
2. Morally strong - lives a good moral life, suitable to stand as a role model
(particular attention to the issues of addictions, relations with the opposite sex and
honesty regarding money should be considered).
3. Believes in the people's capacity to heal and develop, and shows this belief in the
way they work with the people.
4. Is engaged in his or her own healing journey and is a relatively healthy person.
5. Has a good mind, and clearly understands the process of healing and
development, and the issues the people are facing.

Four Worlds International Institute
Suggested Qualities of Principle-Centered Leaders
6. Listens to the people with respect, love and humility.
7. Has demonstrated devotion to the people's healing and development by hard

work and a good attitude over a long time.
8. Shows true respect for the Creator, Mother Earth, and all persons (does not
show disrespect for anyone including women, men, youth, the poor, other races,
etc.).
9. Can work well with other in a team
10. Strives to work from a position of forgiveness, unity and harmony with
everyone.
Principle #13:
Learning
Human beings are learning beings. We begin learning while

we are still in our mothers wombs, and unless something
happens to close off our minds and paralyze our capacities,
we keep learning throughout our entire lives. Learning is at
the core of healing and development.
Principle #14:
Sustainability
To sustain something means to enable it to continue for a

long time. Authentic development does not use up or
undermine what it needs to keep on going.
Principle #15:
Move to the Positive
Solving the critical problems in our lives and communities

is best approached by visualizing and moving into the
positive alternative that we wish to create, and by building
on the strengths we already have, rather than on giving
away our energy fighting the negative.
Love and Spirituality at Individual Level
What Does What Helps What Blocks What are

Love and Develop Love Love and Loving and
Spirituality and Spirituality? Spiritual
Look Like? Spirituality? Narcissism; Outcomes?
Person becomes Desire to become obsession with Steadfast focus
more honest, fair a better person, status; focus on on developing
and dignified, to strive for the “seen” New
and strives for higher goals, to acquisition of Management
competence and serve others. material goods, Virtues and
excellence. status; focus on serving others.
the “seen” world.

Love and Spirituality at Team Level
What Does What Helps What Blocks What are

Love and Develop Love Love and Loving and
Spirituality and Spirituality? Spiritual
Look Like? Spirituality? Power and Outcomes?
Groups more Groups welcome political games, Organic unity of
accepting of new members, rigid behavior members, who
diverse styles and practice inquiry norms, nonetheless
members; real skills, seek Groupthink; maintain
listening takes diversity, member value individuality.
place; members encourage frank based on status;
willing to detach and loving double standard
from own ideas communication. for high and low
and agendas and status members.
search for “best”
solutions.

Love and Spirituality at Organization Level
What Does Love What Helps What Blocks What Are

and Spirituality Develop Love Love and Loving and
Look Like? and Spirituality? Spirituality? Spiritual
Equitable and fair Hierarchy is Lack of Outcomes?
distribution of flattened; removal of trustworthiness Capacity
resources; removal position-privilege; and honesty by development of
of most “perks” for workers truly managers; higher all members;
management; empowered; levels grip and high energy and
willingness to see managers are preserve commitment
people with coaches not cops; maximum power; levels; sharing
individual needs employees trusted managers and
rather than as a and treated as adults; manipulate to gain connectedness;
human resources; higher levels do not goals; organization a real
open/fair/respectful abuse power or take more concerned community.
communication up- advantage of with profits than
down and down-up. authority. with people.
Love and Spirituality at Society Level
What Does Love What Helps What Blocks What Are

and Spirituality Develop Love Love and Loving and
Look Like? and Spirituality? Spiritual
Change in institutions Spirituality? Legal and political Outcomes?
of society to reflect True justice in power tightly held Development of
extreme reduction of legal system; in the hands of a potential of all
prejudice and equal access to corrupt elite; groups of
privilege; rewards education; repression and society; unity of
based more on acceptance of abuse of lower various regions
meritocracy; move various cultural classes and certain and groups;
away from power- and ethnic other groups; organic
based to truth-seeking groups; lack of dishonesty and wholeness of
institutions. oppressive corruption seen as society.
policies toward necessities for
any ethnic or survival.
class groups or
women.
Principle #16:
Be the change
You Want to See
The most powerful strategies for change always

involve positive role modeling and the creation of
living examples of the solutions we are proposing.
By walking the path, we make the path visible.
The Reunion of the Condor and
Eagle
About This Initiative
Reunion of the Condor and Eagle with the Jaguar and Boa
About This Initiative

The Reunion of the Condor and Eagle initiative combines not-
for-profit development work with for-profit business and
investment ventures. The core concept is that these two
branches of the initiative must work together like the wings of
a condor or eagle; each part is neccesary and makes a vital
contribution to the progress of the bird in flight. These two
brances of the work will be carried out jointly by the Four
Worlds International Institute for Human and Community
Development (our non-profit arm) and Four Directions
International (our for-profit arm), along with other interested
organizations, institutions and Governments across the
Americas and around the world who choose to be part of the
agreement.
About This Initiative (cont’d)

The core strategy of our initiative is sustained at the centre of
the Reunion of the Condor and Eagle with the Boa and Jaguar
Initiative, by the vision, life preserving, life enhancing values
and guidelines for action described in our sixteen (16)
principles for building a sustainable world, and on the strong
cultural foundation of the Indigenous communities with which
we work. These principles emerged out of an intensive formal
consultation and participatory research development process
with hundreds of Indigenous elders, communities and
development practitioners across Canada and internationally
over the past eighteen years.

About This Initiative (cont’d)

Our intention is to promote sustainable human prosperity and
well-being for Indigenous people. Widespread research has
shown that building up people’s health, human capacity and
social capital (trust, cohesion, cooperation) also greatly
enhances that peoples’ general capacity for sustaining profit
making ventures. Conversely, a significant portion of the
wisely and fairly distributed returns on successful business
ventures need to be re-invested in human and community
development initiatives if Indigenous communities around the
world are to emerge from the cycle of depravation and
dependency that has affected them for so long.

LINES OF ACTION
Based on this consultation and development process, there

are four key lines of action that we believe must be woven together
to create a sustainable development strategy for the Indigenous
peoples of the Americas.
1) Prosperity Development
2) Capacity Building
3) Governance and Civil Society Development
4) Building Appropriate Partnerhships and Networks

This four part strategy can be displayed using a medicine wheel as follows:
Governance and Civil Society

Development
Capacity Building
Involving Healing, Sustainable Prosperity
Human and Vision, Values Development
Community (Micro and Macro)
and Principles
Development,
Education & Training
Building Appropriate
Partnerships and Networks
1) Prosperity Development -Involves both micro-
economic projects (including access to credit, capacity building and
technical support, particularly related to small business
developments) and medium to larger enterprises (requiring
investment monies, capacity building of Indigenous business
organizations and technical assistance, particlarly related to product
development, legal and financial support and marketing.)

2) Capacity Building- Relating to basic processes of
human and community develpment; healing from trauma (when
required); and, both formal and non-formal education and training
initially tied to learning requirements for development and business
projects on the immediate horizon.

3) Governance and Civil Society Development-
This sector entails building the capacity of local community and
regional organizations and groups to contribute constructively to the
common good. As well, it involves developing the capacity of
Indigenous organizations and Indigenous leadership to work
effectively with their own communities and with the wider world.

4) Building Appropriate Partnerships and
Networks- This work includes connecting Indigenous
organizations and communities with viable partners (both from
across the Indigenous world and from the wider society); partners
that bring a value-added contribution to Indigenous development and
business initiatives. It also involves strengthening and mutually
reinforcing Indigenous networks, so that the collective strengths of
Indigenous people across the Americas can be brought to bear on
specific international, national, regional and local development
initiatives.

The process we have already begun involves four (4) phases:
Listening and Visioning
Building The Systems

and Mechanisms for Participatory
People-Centered Process Objectives Planning
Development
Capacity Building

PROCESS OBJECTIVES
What we have just discussed describes the outcome objectives of our

strategy, which tells us what we want to acheive. What follows
describes the processes, i.e. how we plan to work to acheive these
outcomes.
I. Listening and Visioning
II. Participatory Planning
III. Capacity Building
IV. Building the Systems and Mechanisms for People-Centered
Development

I. Listening and Visioning
This phase involves relationship building,
recovering cultural resources and local knowledge,
establishing a values foundation, listening to and
documenting the people ’s story and setting
sustainable goals.

II. Participatory Planning
This phase involves engaging the heart and
minds of indigenous people who are to benefit
from our initiatives in mapping the real situation
and in defining and planning strategic lines of
action.

III. Capacity Building
As a process, this aspect involves non-formal
training, as well as formal (accredited) courses and
programs; both which will eventually be offered by
the Four Worlds College of Human and
Community Development of Mexico along with
other related educational institutions of Mexico
who would like to participate, as well as, technical
support, coaching and mentoring for specific
business and development ventures.

IV. System Building
This aspect involves building sustainable
processes and practical mechanisms that actually
promote human and community development, at
every level of society for all people (children,
youth, adult women, men and elders) and in all
sectors of life (economic, environmental, social
well-being, governance and administration, cultural
recovery and development, etc.)

Building The Systems and
Mechanisms for People-Centered
Development
All four phases will be repeated many times as the
initative unfolds. Each time it is, the dynamics of actions,
informed by reflection, and leading in turn to refined
action animates the work. In a certain sense, we are re-
making the path by walking it and re-mapping the territory
as we go. Yet, the innovative dimensions of this work are
also guided and inspired by principles and perspectives
that are rooted in thousands of years of Indigenous life and
tradition.

NEITHER RED TAPE
NOR INDIGNITIES
CAN HINDER THE
DIVINE PROCESS!
© 2006, Four Worlds International www.fwii.net

Developing Love in The Workplace

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DEVELOPING LOVE, UNITY,

AND SPIRITUALITY IN THE

Four Worlds International Institute for Human and Community Development

The Four Worlds Centre for Development Learning

© Copyright 2006, Four Worlds International www.fwii.net

© 2006, Four Worlds International

This is an ancient symbol used by

© 2006, Four Worlds International

The medicine wheel teaches us that the

© 2006, Four Worlds International

We can think of the human family as having

© 2006, Four Worlds International

Human Beings have four interrelated

Human Beings develop in four interrelated

© 2006, Four Worlds International

Economic Physical Spiritual Cultural

© 2006, Four Worlds International

© 2006, Four Worlds International

economic and ecological

social environment world

© 2006, Four Worlds International

MATERIAL VOLITION SPIRITUAL

© Copyright 2006, Four Worlds International

1. Material: concerned with physical issues such as

© 2006, Four Worlds International

3. Em otional: involves the interpersonal work

© 2006, Four Worlds International

4. Volitional: the desire or will to change for the better.

© 2006, Four Worlds International

© Copyright 2006, Four Worlds International

5. Spiritual Capacity and willingness to love

© Copyright 2006, Four Worlds International

1. Does your organization operate mostly in the black?

*2. Are you in continuous financial crisis?

Note: * indicates negative scoring.

© Copyright 2006, Four Worlds International

© Copyright 2006, Four Worlds International

1. Do there seem to be high levels of job satisfaction?

2. Do people enjoy working with each other?

3. Do employees like one another?

*4. Are there a disproportionate number of problems with depression, alcoholism,

*7. Is there frequent concern about “not upsetting the boss”?

© Copyright 2006, Four Worlds International

1. Is there a willingness to look at the new ways of doing things?

2. Do you rarely hear “It won’t work” or “That’s impossible to do”?

3. Is there a high level of energy on new projects?

*4. Do workers put energy into maintaining the status quo?

© Copyright 2006, Four Worlds International

1. Is there an acceptance and assumption of integrity among coworkers and bosses?

© Copyright 2006, Four Worlds International

*10. Do people say different things to different people?

13. Is there a “spirit” of service to one another, to clients, to suppliers?

© Copyright 2006, Four Worlds International

The web of our relationships with others and the

The process of human and community development

Healing the past, closing up old wounds and learning

ZEST (absence of painful Emotion) Happy relaxation, turning of attention away

© Copyright 2006, Four Worlds International

© Copyright 2006, Four Worlds International

© Copyright 2006, Four Worlds International

© Copyright 2006, Four Worlds International

© Copyright 2006, Four Worlds International

© Copyright 2006, Four Worlds International