You are on page 1of 36



Page 2
Summary Flow for 2-Day Facilitator
This Agenda/Flow design is, of course, subject to the leaders sense of what is
called for in your trainingfeel free to change this flow if something else is
needed. Also, time estimates are approximate, and assume focus!
Finally, if at all possible, we recommend that you start the night before the first full
day, after dinner, and complete I.A-I.C and II.A, or whatever else you choose.
Day 1
I. Welcome and Coming Present
A. Welcome, overview of day (15 mins)
B. Acknowledge Sacred Space, personal objects on the altar (10 mins)
C. Participants Introduce Each Other to the Group (40-55 mins)
D. Whos here, how to be here (10 mins)
E. Complete on Preparation Assignment (10 mins)
Break (15-20 mins)
II. The Context and State of Being of our Work as Facilitators
A. Background of The Pachamama Alliance and the Symposium (15 mins)
B. The Context for Our Work (20 mins)
C. Pass out Training Notebooks: P & IR for Training (20 mins)
D. Discussion: What Moved You From Your Symposium? (20 mins)
E. Review: P & IR for Symposium (15 mins)
Lunch (60 mins)
F. Notes To Ourselves In Designing the Symposium (60 mins)

Page 3
III. The Symposium and Basic Manual
A. Taking the Flow of the Symposium Into Yourself (40 mins)
B. Presentation of, Orientation to, the Basic Manual, 3 sentences (30 mins)
C. Walk-through of the Basic Manual (150 mins)
Break in middle of walk-through (15-20 mins)
Dinner (potluck/catered/out)
Option: meeting with local community group members
D. Going Deeper with Social Justice (50 mins)
E. Relational Presence (30-40 mins)

Day 2
There is extra timing space in the Second Day agenda below, to allow for any
important material that was not completed the day before, or for adding something
that you create, or for just being spacious! For instance, if you chose to do Two-
minute shares of Who I Am, you may need to add completion time for this on
IV. Making it Happen
Opening (20 min.)
A. Creating & Holding the Space (20 mins)
B. Presentation of 5-minute sections of Symposium (60 mins)
C. Spiritual Fulfillment & Blessed Unrest As Change Agents (25 mins)
Break (some time in morning) (15 mins)
D. Next Steps & Resources to Support You (40 mins)
E. Completing Your Training (10 mins)
F. Finding Your Group Name (15 mins)

Page 4
Lunch (60 mins)
G. Meeting in Regional/Community Groups to Plan Next Steps (45 mins)
H. Conversations about the Symposium (30 mins)
I. Feedback Forms (20 mins)

V. Completion Ceremony (30 mins)
Possible: followed by potluck lunch meeting with local community

Flow of Facilitator Training
First Day - Morning

Team Meeting:
o Review checklist at end of Flow Document to see that all jobs are covered.
o Have you learned how many people have not yet done a Symposium, and
o Get clear on what training completion options will be offered to trainees and
how: 1) mentors or resource team, 2) formal Symposium run-through day,
3) introduction to local Community Group(s) and opportunity to be on
Symposium teams.
o Find out name of local indigenous people, to use in acknowledging sacred

Page 5
Production Team:
o Roster contact info corrected as people check in
o All payments completed in full, or arrangements made
o Purpose of Symposium on flip chart paper
o Community Bulletin Board set up
o Agenda on flip chart
o Someone trained to ring bells in a respectful way, as a timer.
Note: Any words written below are intended to hold a place or to remind you of
general content of the message to be communicatedas long as you get the
essential message across, please let your own words come to you in a way that is
authentic for you. When a message or idea is especially important, it is printed in
I. Welcome and Coming Present (15 minutes)
I-A. Welcome and Overview of the Day (_________)
o Thrilled to be here, recognizing their commitment (or other positive lead-off)
o Leaders introduce selves
o Introduce Production Team
o Overview of the Day
o Logistics: bathroom, breaks, cell phones off
(10 minutes)
I-B. Acknowledge Sacred Space (________)
o Acknowledge Sacred Space (refer to local indigenous people) to bring
people present (see Modules Document for suggestions about opening
Sacred Space)
Major points, covered in whatever way is right for you: 1) let go of
anything tugging at your attention, 2) come present, 3) consciously
connect with each other and why you are here, 4) give thanks for
any spirit or guide that assists us.

Page 6
o Have everyone come forward at one time, and mindfully place object on
altar in silence.
o If you have time, invite each person to say their name, where from, what
energy they bring, and one sentence (or whatever time you can sparebut
set the boundary clearly) about the object they are putting on altar. This
can be a great coming present exercise.
(15 minutes plus 2-1/2 min. per pairfor 30 people, about 55 minutes)
I-C. Participants Introduce Each Other to the Group (_______)
Set up process:
o Ask each person to pair up with someone they dont know, five minutes to
interview the other person (10 minutes total), bells will ring at switch time.
Be creative in questions, including What drew you to be here today?
Take notes, or not. Try to get at the essence of the person.
o Find something you have in common, tell us about it when you
introduce that person.
o Then come up in pairs, one minute to introduce the other person. Try to give
us the essence.
o Suggestion re bell timing: 1) one soft ring when 10 seconds to go, 2) one
ring at one minute, 3) one ring every 10 seconds afterwards (so it is their
choice if they go over, but it is publicly acknowledgedthis keeps the
boundary in a consistent way).
o When begin introductions: explain context for keeping time, how bell will
work. Purpose of time boundaries to:
make the weekend work for everyone, in the limited time we have
learn how to stay within time boundaries because sometimes more
magic comes out in a limited time!
Group Share:
o What was that like for you?
(10 minutes)

Page 7
I-D. Whos Here & How To Be Here (______)
o Acknowledge breadth & depth of experience & wisdom here
o Today, not about being leader or being seenthat wont work for everyone,
in the time weve got
o Request & recommend: be a sponge, empty vessel, to get the most out of
today. May be hard for some!
o Guidelines:
o Self-manage time, return from breaks on time (well ask for
volunteers to ring bell and get us back in seats); focus your shares.
o And focused listening is powerful, too
o Step-forward, step-back suggestion (if you find that you are sharing
or talking more than others, step back; if you find youre sharing or
talking less than others, step forward.)
o Request permission to give them the please focus sign (hands
pointed down, tips of fingers touching)and production team may
give it to us occasionally!
o Ways to acknowledge others rather than clapping: American sign
language for clapping, Namaste with hands, hand on heart and bow
of head
o Dont have to stay seatedfree to get up and move, stretchtake
care of yourself & your body!
o If you feel the need for movement in the group, check inside to see if
it is the right time to suggest, and, if it is, suggest it!
o Who loves movement? Are there some volunteers who would be
ready to lead us in 2-3 minutes of group movement when we need
it? (Write down to use in future, or meet with them at break to
explain more)
o Optional: Invite the Movement Team to prepare 10-15 minutes of
movement that will start the day on the second day. (Suggestion:
coach them to come up with exercises that generate energy and
have the group connect as a single unitfor instance, less free-form

Page 8
individual dance movement, and more relating/connecting/laughing

(10 minutes)
I-E. Completion of the Space of the Preparation Assignment
o Purpose of the Preparation Assignment: to begin (or continue & go deeper
with) the process of educating yourself in areas covered by the Symposium
o Good news: no matter how much of it you did, you all get an A!
(Note: this is important so that what follows does not sound like it is about
checking up on them.)
o So now thats established, we can acknowledge where we are and go
! How many feel they did all or nearly all of it? Great!
! How many feel they did most of it? Wonderful!
! How many did a good chunk, but less than half? Great!
! How many did just a little or dont know what were talking
about? OK, good!
o It continues to be relevantyou can continue to read these articles, and
othersmake the continuing process of educating yourself a natural part of
being a Facilitator.
Discussion: Any part of Preparation Assignment you really enjoyed, want to tell
others about? Especially any of the articles youd like to recommend? What did you
(15-20 minutes)
Break(OPTION: get agreement to come back on time, self-manageturn bell
over to one of participants and give them job of supporting everyone in being back
on time)

Page 9

II. The Context and State of Being of Our Work as Facilitators
(15 minutes)
II-A. Background of The Pachamama Alliance & The Symposium
Transition: In designing this Training, we realized there are three different aspects
to this role of being a Facilitator, someone who helps bring forth a New Dream with
this tool called The Symposium: those aspects are Knowing, Being, and Doing.
o Knowing is the information or content neededwhat you know with your
head or intellect.
o Being is who you are, the spirit and awareness that you come from when
you fulfill that role.
o Doing is the ability to bring it all together and make it all work together, to
make it happen.
In our culture, we often think that knowing comes first, we assume thats what it is
really about. But actually being is more important, and comes firstbecause it
changes the way you relate to everything, it actually changes the effect of what you
say. So well spend the rest of this morning and part of the afternoon primarily on
being, move into a focus on knowing this afternoon, and focus on doing on
Tell Story:
o The Call from the Achuar (more notes are in the Modules Document)
change the dream of the Modern World. (See Modules Document) End
with something like this: And it wasnt just a call from the Achuar, but
from the rainforest, and ultimately from Life itself. And it wasnt a call
to Bill and Lynne Twist, but to everyone who can hear itin fact, it is
possible that your being here today is your response to that Call.
o Two-part Mission Statement of TPA: 1) to protect the worlds tropical
rainforests by empowering the indigenous people who are its natural
custodians, and 2) to contribute to a new global vision of equity and
sustainability for all.

Page 10
o The Symposium was composed from hundreds of people giving input, not a
creation of one person: truly a product of group mind or collective wisdom.
o Important goal of today: that you get some sense of that collective
wisdom and truly begin to find it or take it within yourself in your
relationship with the Symposium, so that any changes you make to
the Symposium in the future are not guided by a personal agenda but
rather by a further expression of that collective wisdom that created it
in the first place. You are free to make changes after youve tried it the
way it is written 2-3 timeswe only ask that you do the best you can
to make sure all changes are guided by that spirit of collective
wisdom, and that you tell us what works!
o First Symposium in April 2005, has gone through several major changes
based on thousands of inputs: from seven hours delivered by presenters
with some video (S-1), to a flexible-length approach (C-1), to a version with
most of the content delivered by powerful video modules and the facilitator
free to focus on processes & exercises (V-1), to the next version that will be
truly world-wide instead of Americo-centric (V-2).
o In five years, about 2400 trained Facilitators in U.S., Canada, Mexico,
Guatemala, Argentina, Ecuador, Peru, U.K., Ireland, Belgium, France,
Spain, Russia, South Africa, Ghana, Japan, Korea, China, Malaysia, India,
Australia, New Zealand,and growing. Delivered to at least 100,000
people, probably many more.

(20 minutes)
II-B. The Context of Our Work (______)
Note: Please consult the training video The Context of Our Work. You are free to
show this video in the training, or to use it as a source for your own presentation on
the context of our work. Have them consider the following:
o This work is not just about putting on thousands of Symposiums, but about
creating, by whatever means we can, a cadre of awake, informed,
groundedly optimistic, possibility-generating people who see all aspects of
our current crisis, but also see that the possibilities outweigh the crisis.
Thats the work of the Symposium: creating that groundswell of people with
that grounded optimism that will open a new possibility in this crisis.

Page 11
o This Facilitator Training is actually about becoming a leader of a movement,
a community organizer (in some sense), a bridge builder, someone who
helps create the context for others to find their connections and their biggest
purpose in bringing forth this new dream, in ways we cant even begin to
o And they are not doing this work for the Pachamama Alliance, but as an
expression of their own sense of purpose in life.
o Their participation with ATD will be most empowering if they see it not in
terms of putting on the maximum number of Symposiums (although that can
be extremely valuable), but rather to see themselves as change agents in
blessed unrest, with the Symposium as a powerful tool in their tool kit,
committed to making their local communities environmentally sustainable,
spiritually fulfilling, and socially justand generating other people who also
share that commitment.
o In order to realize the goal of generating hundreds of millions of people
committed to this purpose around the world, this movement needs to be
much bigger than anything that could be run out of a small office in San
Franciscoto be successful and flourish it wants to be self-supporting and
self-generating. Communities and their members need to support one
another. At the end of the day, its about communities.
o That may be a bigger game than you may have known you were getting
into at the beginning of the day!
Discussion: How does that sound to you? How do you respond?
o Invite them to take out their calendars and decide on a date by (or a
time within) which they will complete a living room Symposium
(explain what you mean) and either write it on their calendars or
simply write down somewhere in their notes, as a way of committing
to themselves.
o That concrete commitment will change the way they experience the rest of
the trainingmake all of it more vital and alive.

(20 minutes)

Page 12
Production: Pass out Training Notebooks without the Basic Manual content

Process & Discussion: Read the Purpose & Intended Results for the Training,
popcorn style, and open space for discussion.
-Possibility: Get them to take a moment and see what their intention is for this
training, and write it in their Notebook.
Lead: orient them briefly to the rest of the Training Notebook. Highlight, in
particular, the Resources section.

(20 minutes)
II-D. What Moved You From Your First Symposium? (______)
Transition: Were moving now into talking about the Symposium, the spirit behind it,
and who you are when you are part of bringing one into existence (in whatever
role), where are you coming from.

Closed eye process: Go back to the Symposium you attended. During the
Symposium, or maybe afterward, things must have happened that moved you, that
were aha moments for youor you wouldnt be here now. What were they?
Spend a few moments remembering them, feeling them inside you, and in a minute
lets open our eyes and talk about what those moments were (are).

Discussion: What moved you or stuck with you from your first Symposium?
What did you experience as the turning points? Possible: Start out in A/B/C
triads, then join into one group.
--One of the points of this discussion: you may think that there are just one or two
turning points in the Symposium (the one you experienced), so you might feel
some pressure to make sure that you get those one or two sections right. But

Page 13
there are actually multiple dozens of turning points, which takes the pressure off a

(15 minutes)
II-E. Purpose & Intended Results For The Symposium (______)
Process & Discussion: Read the Purpose & Intended Results for the
Symposium popcorn style from the Training Notebook, open space for discussion

Lunch (60 minutes)
o At end of the day on Sunday, youll have the chance to choose a group
name. Begin to listen for it as we talk. Well post a flip chart page so you can
list names that come to you. Before listing a possibility, we invite you to
consider: listen within yourself whether what you think of is really a possible
name for the group, or just a personal creationdoes it advance the group
decision to add it to the list?
Production Team:
o Correct group roster if not done previously
o Post a flip chart page for possible group names.
o Make sure Presenters Manual contents are collated with a cover sheet on
each copy bearing the name of one person in the Training, with every
participant covered, and no extra copiesthey will be handed out after

(60 minutes)
II-F. Notes to Ourselves Discussion (_______)

Page 14
o Point out by page number the Notes To Ourselves document in Training
Notebook, explain numbering system (designed so that no one would
assume their was any hierarchy of importance to these).
o Explain what they are: for the group of 6-8 designing the Symposium, as
they collaborated with a variety of leading thinkers, these were concepts
they thought were important to remember as they designed the Symposium.
Supplemented by talks with Paul Hawken and Van Jones and a
conversation with Bill Twist. (Point out where in the document).
o They could be considered design principles of the Symposiumand it is
important for those who facilitate the Symposium to understand and
embody these as they facilitate Symposiums.
o Ask them to get into groups (ideal: about 5-8 persons in each group), giving
each group a section of the notes to reflect upondoesnt matter if some
groups share 1-2 notes in common. NOTE: Dont assign the Conversations
from Ecuador Notesthey will be used later.
o Assignment: 1) read together all of the notes in the section your group has
been given, 2) discuss among yourselves why they may be important, ,
3) by some means, come up with a way that you can share with the
others in this training which ones your group thinks are really
o After about 20 minutes, well come back into one group and each group will
Report. Well ring a five-minute warning bell.
Discussion: Each group reports to rest of group (in any way theyd like),
encouraging discussion & grappling.
Note: This Notes to Ourselves conversation is potentially one the richest parts of
the training. It is where participants get some of the fundamental differences
between the Symposium and other programs and how they need to be to
communicate that difference to participants. Please be open to seeing
transformative moments in this conversation; open a space for it to be all that it can

Page 15
III. The Symposium & Presenters Manual

(40 minutes)
III-A. Taking The Flow of The Symposium Into Yourself (______)
Transition: Now beginning to enter the knowing part of the training (being is still
in the space, but knowing now becomes the major focus for the rest of today).

Introduction to the Process:
o Symposium isnt about merely communicating information, but about
creating a transformational experience for participants, so that they relate to
the information in a new and more powerful way.
o What makes an experience transformational is that the program guides
participants into spaces of being and a particular way of seeing the world
and their role in it. The Symposium is designed to guide the participants
through those spaces in a carefully designed orderand it seems to
o You need to know what those intentions or spaces of being of a
Symposium are, what order they come in, and how they relate to each
other, and have it thoroughly in your consciousnessfor several
! Being clear about what the intention is for you and the team makes it
more likely that the intention will be realized.
! Knowing the intention of each section gives you a basis to decide
what to say or do (or what path to follow) at any given moment: you
simply ask yourself what choice supports the intention of that
particular section
! And knowing the flow of the intentions of the sections allows you to
re-create the spaces of a Symposium in different formats (for
instance, give someone a Symposium experience in ten minutes
while you sit beside them on a plane ride, if that is the only chance
you will have!)

Page 16
Thats the purpose of this process we are about to do, to help you take the flow of
spaces of the Symposium deeply and strongly into your own awareness, so you
really get it and can re-create it for yourself and others, in a variety of

Set up Process:
o Point out the Intentions of the Sections of the Symposium document in
their Training Notebook.
o Option: Have eight volunteers line up across the front of the room, and read
the eight intentions from left to right (from the participants perspective) to
physically manifest the flow. OR: Invite them to stand up, popcorn style, and
read (in order) the Purpose of the Symposium and then each intentionone
person takes one intention, then another person takes the next oneand to
read them as words of power, because they do have power. Pause a
moment in between each, to let it sink in.
o Now have a discussion where the group goes through each the intentions in
order (dont bother with the Purpose of the Symposium), ask them to call
out loud what they see as the key words within each intention, and each
person underline those key ideas in his/her Training Notebook (these notes
will help them get what they should be sure to mention when they put that
intention into their own words, later). If the group fails to mention any key
words, you can mention them in the group conversation yourself.
o Then, invite one person to stand up and say the Intention of the
Welcome/Intro Section, more or less in their own words, looking at their
notes as needed to see the key words they underlined. Repeat this for
each section of V-2, with a different person for each section. Acknowledge
each person, and acknowledge them as a group when they finish.
o Then invite all participants to break into groups of three persons.
o Each person of the three will go through all of the Intentions in order, telling
the other two persons what the intention of all the sections is, in order,
referring to the written version as needed. Again, try to come from inside
yourself, not just from your head-awareness. Focused listening also helps
your partners!

Page 17
o Each individual person completes the sequence of all of the Intentions in
this way to get the flow of all of them (before the second or third person
begin). Then go on to the second person, who does the same thing, then
the third personeach person has a total of about five minutes to complete
their flow (a total of 15 for the three people). Focus on the flow of spaces,
take that flow into yourself.
o Keep track of the time & give them a bell at five minutes and at ten
minutes. (Check how they are progressingyou may need to give them
more like 6-7 minutes for each person, particularly the first of the three).
Giving them warning bells is important, because they can go way over in
time. Do not allow creations of groups of four (two groups of two is better)
this will throw the timing off for everyone one.
Discussion: What was that like for you? What did you learn?
--They will probably experience that the second and third persons did a better job,
and you can reassure them that this is because group learning goes on between
the three of them.

(25-30 minutes)
III-B. Presentation of the Manual, Orientation, Three Sentences
Manual Presentation Process:
o Have stack of Manuals in front of the altar, stacked in alternate directions so
each set stands out easily, with one name on the cover of each copy. Make
sure everyone in the training has a Manual in the stack, and that there are
no extra Manuals.
o Ask people to come forward silently (all at once is OK), take one copy
(checking to make sure that it does not have their own name on the
cover), then go and stand scattered around the room, be quiet and go
within. Note: have them pick up their Manual first, before the guided
meditation, so that the guided meditation flows directly into the ritual or
presentation (they go from a deep space into an intuitive space, with no

Page 18
logistics in between). And dont tell them that they will be presenting it to
someone else, or they will start rehearsing it in their heads right away.
o Once all are in place, take them on a short guided meditation involving
things like (fill in and change as authentic for you):
What you are holding is a tool that can play a role in bringing forth a
sustainable, fulfilling, and just human presence on the planet.
Like any tool, its effectiveness depends on the spirit and skill that it
is used with.
Take this tool and go present it, with your heart, to the person whose
name appears on the cover, blessing this tool and them, that they
may use it to create a world that works for everyone, and in a way
that fulfills their purpose in life. Whatever words come to you are
Group Discussion: How was that for you? What did you experience?

Orientation to the Basic Manual:
Flip through main contents, explaining each in general terms (All they need is
sufficient understanding to find their 3 Sentences, belowso point out the
difference between words spoken by the presenter, words on the video, processes,
non-spoken instructions to the presenter, etc.)
Explain color coding for the Manual
Suggestion: Ahead of time, find 2-3 consecutive pages in the Manual that illustrate
the major color codes, so you can show them real examples.

Three Sentences Exercise (_________)
Set Up: Have them go off by themselves and find one, two or three sentences of
the Symposium that move them (thats 1-3 sentences that are together!), and that
they can deliver to the rest of the group. Can be either words spoken by the
facilitator, or in a video module. This is about their having a direct experience of a
small portion of the manual coming through them, so it doesnt matter whether it is
in a video module or not (in fact, the words of the video modules may come

Page 19
through them more easily). Take about five minutes to find the 1-3 sentences and
prepare themeither read them, take them into yourself and say in your own words
(looking at the Manual or not), memorize, or whatever works for you.
o Option A: Have them go up in groups of 3-6 before the rest of the
group and each person simply steps forward and delivers their 1-3
o Option B: Group stands in a circle, and each person in turn steps
forward and delivers his/her 1-3 sentences to the circle.
o Group Discussion: What was that like for you?

(150 minutes)
III-C. Walk-Through of the Manual (_______)
Note: In order to finish the Manual Walk-Through on Day 1 (which makes Day 2
much more manageable!), it is recommended that you start III-C by 3:30 p.m4:00
at the latest.)
Establish Context:
o You will not master this Manual todayin fact, you wont really learn it
until youve done at least three or four Symposiums.
o But what is important is that, at the end of the day, you feel a basic
understanding of how it works and why it is designed the way it isa basic
comfort with what kind of a tool it is and how you might be able to increase
your skill with it in the future.
o It is kind of like one of those bus tours of in a big city that just points out the
major landmarks and streets to you, so that you can find your way there and
come back and look at each monument in detail later. This is a major
landmark kind of tour.
o Then, youll learn the details about how to use the Manual from practice and
experience: working with your team, with your community group, and/or by
doing your own Symposiums.

Page 20
Note: See the detailed notes for the Walk-Through in the Modules Document.
o Walk through each section of the Symposium in order. Possibility: ask them
to hold questions until the end of each section (or at a logical breaking point
inside the section?), since they may find their questions are answered.
o Start each section by having someone read the intention of that
o If the DVD player will allow it, play the first and last minute of each video
module (this is usually possible on computers). And, with this option, you
can move the cursor slowly along the timeline for the video, so that the
contents of the video get flashed up on screen, like a quick review of the
contents. If you dont have this capability choose 1-2 sections to play just to
get the energy of the video modules into the training space. Playing all
videos takes about 90 minutes, so you can only do a few in full.
o Give them a basic orientation to how the DVD is set up and operates,
as you go through parts of the Modulesit comes naturally here (or
give them a separate orientation Sunday morning).
o Dont get bogged down in detailsfocus on broader topics such as:
Reminding trainees where participants will be emotionally.
Point out transitions in the spaces of the Symposium.
Point out delicate balancing points, where the Facilitator has to strike a
fine balance between two extremes in order to maintain the desired
Places to be cautious.
Tips on how to set up processes and discussions, as time allows.
Tips on how to hold the space.
Note: Please do the best you can to honor all roles in Symposium
facilitation, host & producer & alliance builder, etc.
Caution: As a leader of the Training, there is a temptation to tell the
participants things that you love to do in a Symposium that are different

Page 21
from the Manualplease resist this temptation as much as you can! It
will only confuse them, at a time they need to learn trust in the Manual!
Deal with common fears, like the fear that participants will ask hostile
questions. Or explain how to work from your own notes, rather than be
tied to the exact words in the Manual.
Reassurance is key--the tone you want to create for the trainees is,
Hey, you can do thisyouve got a great tool that sets you up perfectly,
and youll gradually learn how to use it with a team or with your mentor
or community group, and youll find it is SO much easier and more fun
than you might think now!

Option: For points about each section that you might consider covering, see the
Modules Document on Walk-Thru of the Manual, and training videos on this

Set Up Five Minute Presentations for Second Day: Ask them to prepare,
overnight, a four-to-five-minute section of the Symposium (one spoken by the live
presenter, not a video module) to deliver from their notes, using the Manual as they
need to, to deliver in small groups (just about 5-6 people) tomorrow. They can work
in teams of two or more, to make it more like a real Symposium. Explain that, if they
choose a section that has a video or a group process in the middle of it, they will
act like the video or the group process includes immediately.

Dinner: (60 minutes)

Options for Saturday Night:

(40-60 minutes, depending on what you choose to do)

Page 22
III-D. Going Deeper with Social Justice
Dealing with Social Justice in the training is open to experimentation. Below are
several options, and you are free to create your own authentic expression. Also,
see the more extended notes in the Modules Document under Social Justice.

Option A: Show the 15-minute Van Jones video (from Disc #2 of the V-1 DVD).
Allow time to process in silence, then maybe have some appropriate background
music and self-guided movement, or drumming. Then lead a processing
conversation, starting in dyads or triads, then opening to the entire group.

Option B: Show the entire 90 minute Van Jones video, with the same process
afterward as in Option A. This will require careful time planning, to allow a total of
120-150 minutes.

Option C: Follow parts of the following design, based on the time available, or
modify with your own design:
o Group Discussion: What does social justice mean to you? What is
included? How do you relate to it in your life? Possible: create a
more intimate space by coming closer in a circle, with several
candles in the center.
o Go into a meditative space, and each person comes up with three of
the most powerful unexamined assumptions that limit him/her in the
area of Social Justice, write each one on a slip of paper, and deposit
in a single bowl in the middle of the room. They are mixed together,
and then each person draws three and reads them in silence,
contemplating how this expands their experience of the social justice
o Have another discussion about what you learned from reading
others unexamined assumptions. Decide whether (and under what
guidelines) it is OK to read the assumptions that one drew from the
bowlit might be best to make them just the basis of a personal

Page 23
o Possible: Create the space for people to share (if they choose) a
time they experienced social injustice, as either the recipient or the
person who was unjust. Emphasis is just on listening, not fixing or
making it rightjust fully receiving. This can get intense. Can be
done around a candle, creating an intimate space.
o Generate a space that allows holding of this, perhaps talking about
the spiritual practice that allows us to be fully present to the pain of
others and to our own painthe fact that awareness is often the
beginning of healing, in and of itself. Point to the connectedness
that is possible in the following Relational Presence exercise as a
source of healing for many.

(20-40 minutes, depending on what you choose to do)
III-E. Relational Presence
(More details, for the fuller process, are in the Modules Document).
Have them pair in A/B pairs, then explain Relational Presence:
o Both persons sitting on same level, facing each other straight on, and as
close as both feel comfortable.
o One person speaks from the heart, about things going on in real
time, present time; begins with a deep breath, silence is OK
(speaking from the heart will involve some silence), maintain eye
contact and relational presence with the listener at all times
o The listener holds the speaker in complete loving acceptance,
unconditional, also maintaining eye contact at all times
o And listener does best they can to hold back on the little knods
and smiles that we often feel compelled to offer, as reassurance to
someone that we approve of them (these communications back the
other way prevent the experience from being complete listening).
o If a real smile comes up, express it, but not a nervous, habitual smile

Page 24
o Make it a truly one-way communication, complete listening, nothing
communicated back from the listener except complete loving
acceptance, and listening.
First Part: Do one minute of mutual silence, both holding the other in
Relational Presencebegin with a breath and end with a breath.
Second Part: Then one minute with one person speaking and the other
listening. Begin with a breath and end with a breath.
Third Part: Switch roles for another minute of one person speaking and one
person listening.
Fourth Part: Then two A/B pairs come together, all sitting on same level
(and oriented as if they were at a bridge table). Each person does three minutes,
with the other three people listening, all in Relational Presence, maintaining eye
contact with the speaker at all times. Rotate around the group, with the same time
for each.
After all have gone, allow the group of four to share among themselves for 2-3
minutes, then open it up for a group discussion about what their experience was.

Closing: Ask them to pay attention to their dreams (see Notes in Modules
Document). Remind them of the 5-minute presentation from the Presenters

Optional: Invite Movement Team to prep

Day 2 - Morning
o Have hard copies of the Feedback Form ready to pass out
o Look at where participants are from, so that you know how they will divide
for the meeting of community/regional groups.
(20 minutes)

Page 25
o Welcome
o Any new people to introduce?
o Light the candle, remind about sacred space being open
o Did anything come to anyone in dream space that might be a message for
the group? (Note: emphasize that you are asking only for dreams that might
be a message for the groupyou are not asking just for interesting dreams
in general!)
o Anything that anyone needs to share, to feel complete about yesterday?
o Overview of the day
o Announce putting up a flip chart page for suggestions re: group name.

This morning, were moving into the part of the Training where the primary focus is
on putting it all together and doing it. Obviously, you continue to learn about the
being states, and to learn new knowledge.

IV. Making it Happen

(20 minutes)
IV-A. Creating & Holding the Space (______)
During the Symposium, holding the space is something done in different ways by
different roles. How did some of you experience the space of your Symposium?
What worked for you in terms of the physical space, the visual space, the
energetic space, etc.

Page 26
See Appendix A to the Modules Document, for additional talking points.

(45-60 minutes)
IV-B. Speaking the Symposium: 5-Minute Presentations
Set-up: Have the participants break into groups of 5-6. Hopefully, have one training
leader and/or team member for each group.
o the 5-6 presenters arrange themselves into the order in which the sections
they prepared come in the Symposium, in teams of two.
o One team of two sits up front, side-by-side, with the other participants in a
horseshoe shape around them (including the leaders/team members)
o Each of the team of two presents their section, staying in the role of a team
of two presenters (no explanations or side remarks).
o After both have gone, the leaders ask them, How was that for you? and
each answers. Then give them a hand of applause, and they leave their
presenter chairs so that the chairs can be occupied by the next two
presenters. No specific feedback at this pointstay in the energy of
o The next two people go up and do the same thing.
o If there is one odd person without a partner, one of the other presenters
stays up there with them, to fulfill the role of partner.
o After everyone has gone, the group has a discussion of So what worked?
What did you learn?
o Avoid negative feedbackthe point of this process is to build confidence. If
they want constructive feedback, they can ask each other one-on-one, later.

(30 minutes)

Page 27
IV-C. Spiritual Fulfillment & Blessed Unrest As Change Agents
o Read selections from the Notes From Ecuador at the end of the Notes to
Ourselves document, focusing on the spiritual fulfillment and Blessed Unrest
o Generate a conversation about what this means to them, what possibilities it
opens up.
o Recommended preparation for delivering this section: watch the videos from
the February 7 & 8 Facilitator Training in the Bay Area, where Tracy led a
conversation on What is Spiritual Fulfillment?

Break (15 minutes)

(30 minutes)
IV-D. Next Steps & Resources to Support You in Making it
Setup this Discussion:
o Lots of resources to support youespecially online ones.
o You wont master these resources today--impossible. This
presentation is another thing like that bus tour of the major landmarks
in Washington, D.C. we talked about before the walk-through of the
Manualthis time is just to show you the major elements of what is
there and give you the basic information about how to explore it on your
own and learn to use it later.
o Youll have your team-mates, community group, and mentor to learn
from as you get more familiar with putting on Symposiums.
o The frames for this conversation are two documents in your Training
Next Steps & Resources to Support You and

Page 28
Where (and Who) to Go To For Support
Note: Using the Next Steps document as the framework for you presentation, and
referring frequently to it, is often re-assuring to the participants, because they can
see that the basic information (including all the web site addresses) is available in
written form to them, so they can come back and look at it.
(10 minutes)
IV-E. Completing Your Training (______)
Discussion: Completing Your Training
Note: of course, discuss only those that the Support Team for this Training has
decided to implement.
o Mentor: Be assigned a mentor. Mentor will:
1) encourage you to complete your living room Symposium,
2) if possible, invite you to be on the team for any Symposium
he/she participates in,
3) encourage you to get involved in the local community group (if
there is one), and
4) answer questions and offer whatever other support or
encouragement you might need.
5) Important: You need to initiate, toodont just wait to be
called by your mentor, and ask for what you need.
o Resources Group: if mentors cannot be assigned for any reason,
identify a group of at least 2-3 experienced facilitators that the
participants could call if they need guidance about anythingand give
them the names, phone numbers, and e-mail addresses.
o Symposium run-thourhg: Meet again in about 4-6 weeks and do a run-
through led by one or more experienced facilitators, to learn some of
the practicalities, and to rehearse in front of fellow new facilitators.
o Important: Identify who on the Training Team will have responsibility for
connecting them with a mentor and for the Symposium Run-Through, or
any similar follow-up.

Page 29
o Maybe plan on taking the deepening training, when it is offered.
Discuss: Local Community Groups (if there is one)
o How to contact the community group leader (in addition to using your
mentor, if you are assigned one)
o How the local community group(s) operate.
o Stone Soup Story as a metaphor for how community works and how they
can make a contribution (see the Modules Document for this story)
o Be prepared to direct training participants outside the area to the groups
that apply to them.
(15 minutes)
IV-F. Finding Your Group Name (_______)
First, do you want a group name? Not required.
o Invite participants to view this not as voting for a name or finding a name,
but letting the name (which already exists!) emerge in the group awareness.
And before suggesting another name to add to the list, check inside yourself
to see whether suggesting it really serves the group processis it a real
contender, does it ring true
o Sample of Previous Names: Los Caminantes de la Nueva Tierra (Quito,
11/08), Coot-thaa (Brisbane, Australia 11/08), Born4Now (Colorado, 11/08),
Chitty Chitty Danju (Perth, Australia 11/08), Condor Dreamers (Charlotte,
NC 12/08), JustEnSpir (SF 2/09), Los Nuevos Suenos (NJ 2/09), Hong
Kong Hummers (Hong Kong 3/09), Pachai Amma (Auroville, India 3/09),
Snow on Cedars (Seattle 3/09), Seeds of Enchantment (New Mexico, 2/08),
Heart Spring (Bay Area, 3/08),
Possible process for choosing names:
o Get the flip chart with name suggestions written on it.
o Ask everyone to go inside and see if they have another name to add to the
listand to check within themselves whether it will truly serve the group to
add that name now. If so, add it.

Page 30
o Narrow down with a hum-o-meter, where everyone can hum in favor of 2-3
names they like and someone acts like a meter to measure the loudness
of the hums, narrowing it down to 2-3. Wipe off the board any that dont get
significant hums. Repeat as needed to narrow it down to 2-3 names.
o Then let one or two persons speak about why they like each of the 2-3
o Repeat hum-o-meter as needed, narrowing down, inviting those who
support a less hummed name to graciously move to one that has more
group energy behind it, in the spirit of group consensus and group mind.
o Consensus doesnt mean everyone agrees, it means everyone can be
content with it! So you can ask those humming for the less popular name if
they would be willing to move to the more popular name, in the spirit of
o Combining names is often a way to achieve group consensus.
(30 minutes)
IV-G. Meeting In Regional Groups or Community Groups To Plan
Next Steps (______)
o This time can be used to form new groups or self-support groups
o Be ready to provide a parallel meeting for participants out-of-area, or invite
them to join existing groups to get ideas for their own.
o They can work with the list of 10 groups in their community that they
researched, groups already engaged in environmental, social justice, or
spiritual issues.
o Can also work with Next Steps Planning Sheet in the Training Notebook
o Note: Be alert to danger of overwhelming the new trainees with what appear
like demands upon their timebe careful to create a space of invitation,
opportunity, and spaciousness
(15-25 minutes)
IV-H. Conversations About The Symposium (___________)
Set-up Process:

Page 31
o Ask for two volunteers willing to do something in front of the group where
they dont know what it is. Dont give any previews about what this will be
aboutthe surprise adds a lot of fun to it for the group.
o Ask first one to come up, stand almost shoulder to shoulder, both facing the
group, then say, Hey, John, I know we only have about a minute until our
elevator reaches the first floor of our building, but Ive been meaning to ask
you, What is this Symposium thing youre involved in? Set this up like
the surprise opening of an improv theatre skitit allows for a lot of humor
and laughter, since they are surprised and most people have difficulty
saying what a Symposium is, even after two days of talking about it.
o Then allow them to answer, not making it too difficult for them, or more
difficult than it is already. Allow them to win. In the way you hold it and
respond, make it clear this is not an enrollment conversation (there is a
tendency for them to slip into this), but rather to speak from their heart and
get them to help you understand what it is.
o Repeat with the second volunteer, this time switching to another
hypothetical situation, like running into a friend at the grocery store
surprise them, again like an improvisation theatre routine. The essential
elements of the situation are: a) limited time to talk, b) What is this
Symposium thing youre involved in?again, keep it away from an
enrollment conversation. It is about them clearly expressing what a
Symposium is.
o After two demonstrations, have them break into groups of three and do a
timed 1-1/2 minutes for each person to respond to the question, What is
this Symposium thing youre involved in? Shorter alternative: turn to the
person next to you and take 2 minutes each, one person asking the other,
So what is this Symposium thing you are doing?
o If time allows, do one round of 1-1/2 minutes for each person, then 2-3
minutes to share among the three of them what worked and didnt work,
then do a second round of 1-1/2 minutes for each, borrowing from each
Group Discussion: How was that for you? What did you learn? What did you
observe worked and didnt work?
(15 minutes)

Page 32
IV-I Feedback Forms (___________)
If you have hard copies of the Feedback Form for the Basic Training, and give them
time to fill it in, youll get almost 100% turn-ins. One option is to give them the form,
then allow them to fill it in right after the end of the training, turn it in. If you depend
on e-mailing the form, the turn-in rate will be much, much lower.
(30 minutes)
V. Completion Ceremony (______)
o Can be very simple.
o If weather allows, go outside to natural beauty, carrying out main elements
of altar (candle and mixed common soil and maybe flowers). Have enough
DVDs for everyone in a stack on the relocated altar, with the name of one
person in the training on each DVD with a post-it or otherwise (to make sure
that no one is left alone in the closing presentation).
o Have enough bracelets for everyone also on the altar.
o Open with improvised words about their shared commitment to a
sustainable, fulfilling, and just human presence, that they have now gained
a new tool and a new community to fulfill that commitment in their lives. Add
whatever other words seem appropriate.
o Use song or poetry if that seems appropriate.
o Give an opportunity for anyone to speak who has something they would like
to say to be complete, keeping aware of the time limitation.
o Acknowledge the production team if they arent otherwise acknowledged.
o Option: Close with a Spiral Dance (see Modules Document) followed by
DVD presentation.
o Have some kind of closing, then have them pick up a DVD and a bracelet
and then go present the DVD and bracelet to the person whose name is on
the DVD. Dont try to return to single group after thisit becomes their
goodbyes, so difficult to get them back into group.

Page 33
Caution: Dont close with any group process that has the everyone in a line hugging
or saying goodbye to another line, moving in orderthe line only moves as fast as
the slowest person, and usually gets very bogged down!

Notes for Final Team Meeting:
Please get clear as a team on who will complete the following:
o Send out the final participant list in digital form to the participants.
o Send the final participant list to the
o Coordinate team responses on the Training Completion Report and
send it to Tracy Apple and Ruel Walker ( and
o Complete on any promises that were made to the participants.


Areas of Responsibility for Leadership Team (in conjunction with

[ ] Time Management (keep track of how we are doing on keeping close to

[ ] Attention to consciousness of physical space (chairs, lighting, trash on floor,

[ ] Materials readiness (with Production Team)

[ ] Keep track of any corrections needed to any of the materials

Page 34

[ ] Taking notes on what actually happens.

[ ] List of promises, follow-up items to be completed

Additional Resources:
The Modules Document is a rich treasure trove of additional resources for Training
Leaders. It offers more detailed suggestions and suggested wording for many of
the individual sections of the Facilitator Training, and also contains the following

APPENDIX A: Notes for the Holding & Creating The Space Section
APPENDIX B: Games & Movement Ideas
APPENDIX C: Checklist for Facilitator Training
APPENDIX D: Intentions of the Sections of the Training
Possent, nonsequi odis autem qui nulpa dolore, con ea soluptae voluptusant
volecus aceped estiorem nis estrupt atquaspicab ipsam fugit, etus cuptatis sim
voluptas quas et utendit, cus, niscipsae pliqui volorum esti omnihitaquos ium
dionsed endiciti ducias essitasit, omnihic iditectio maxim a quas demquis que
doloreh enimollatur ratus quame pra is mos quid quamihitaquos ium dios.
Met voloria soluptatet idi dolum lab in est que nectia cullam, ommo et quatintorias
consequae es eiuntem arunt facearum quuntib eatisquo vellacea sapedi blaccab
oreperr umquata temqui occaes di doluptur, coreper atessit raepera tusaped ma
quis rectur repelit ationet am, corehenis ea nullabo rehende seritecus esto earum
reperspediam eum ratem evelia iunt liquam quis quodis autem faciam fugitatempos
audame incia netur molupta temque dolore odi conseque odigendiate
conestrumque nihillabo. Nam et in cusdandit anto ex eicia pla erchit everum re
dolescidel intium repudi int, intotatiusam aut landeli genditae dolore, et aceatur?

Page 35
Videbit optate plistent aditiat uriaecturia que accus iur aut hictem vent aliquat
usaescit aborest, sam, que accus experum, sandand andae. Nem fugiae. Maiorum,
nihicietur, quam atem alit, niae laccusdaero temoluptatus quostio cum venestrum
idipsunt, voles autatus, optation cume a consequam, te labo. Ut ea et venimusae
ex eum facepre volut inusam ut inim autSam ipsus experum repername plat.Ed
moditiosae. Quundit atemos dolupic tent ullandae nate placcab orempori que plitat
magnatusapit aborerrovite quos vel illorerum quia in ex et esequidia nisti totamet
urempedit parum et quam.

The Pachamama Alliance is a nonprofit organization based in San Francisco. Its mission is to empower
indigenous people of the Amazon rainforest to preserve their lands and culture and, using insights gained from that
work, to educate and inspire individuals everywhere to bring forth a thriving, just and sustainable world.
Learn more at
Pachamama Alliance
Presidio Bldg #1009, 2nd Floor P.O. Box 29191 San Francisco, CA 94129 +1 415 561 4522
Modigendebit a sequam quias doluptiandem fugia et hariorp orrumenda ditis
expernatet asped molesci diore, sam, ne nonsendunt vid quid quiassum, quam
verempernam consed quaturem nonsequ iderehe niminis qui alit, iusandebis
maximilita doluptatium quiae non pratis vel iur? Catinctatus sum laborpo
repelluptas asped maio ommolor repro blatus res et accum exceperum voluptatur,
seque consendam, intio bla voles reptatumquid modi ad moluptis re dolut veris
dentor sed unduntur mollorro qui imporum fugia voluptaqui que aut pre conseditiat
quunt ra voloris ad unt hil inum quiant volupta quaspel ipsa nonsenimus audipsapit
pro tendam fugit harumet umendignis non consequo quatem et quam secaborum,
officiis dolum con consequi nationserit moluptatur, quatatus dicimodit, sunt.
Possent, nonsequi odis autem qui nulpa dolore, con ea soluptae voluptusant
volecus aceped estiorem nis estrupt atquaspicab ipsam fugit, etus cuptatis sim
voluptas quas et utendit, cus, niscipsae pliqui volorum esti omnihitaquos ium
dionsed endiciti ducias essitasit, omnihic iditectio maxim a quas demquis que
doloreh enimollatur ratus quame pra is mos quid quamihitaquos ium dios.
Subtitle Goes here
Met voloria soluptatet idi dolum lab in est que nectia cullam, ommo et quatintorias
consequae es eiuntem arunt facearum quuntib eatisquo vellacea sapedi blaccab
oreperr umquata temqui occaes di doluptur, coreper atessit raepera tusaped ma
quis rectur repelit ationet am, corehenis ea nullabo rehende seritecus esto earum
reperspediam eum ratem evelia iunt liquam quis quodis autem faciam fugitatempos
audame incia netur molupta temque dolore odi conseque odigendiate
conestrumque nihillabo. Nam et in cusdandit anto ex eicia pla erchit everum re
dolescidel intium repudi int, intotatiusam aut landeli genditae dolore, et aceatur?