The School of Spiritual Intelligence offers virtual self-knowledge training delivered in Spanish from the Aspika Global Foundation platform in 2027. Twelve two-hour classes integrate guided attention, conscious breathing, and emotional understanding for a cohort of 30–50 people. Audio files, brief ebooks, and a mentor-supported group sustain practice between classes.
The design focuses on neurodivergent participation and is open to others. It is suitable for ages 18 and up.
The goal is to expand awareness of the body, mind, and inner world; incorporate practices tailored to each individual; and foster a more conscious perception and relationships. Transcending emotions means understanding them and relating to them with greater freedom, while maintaining the ability to express needs and boundaries.
Spiritual Intelligence is expressed in secular language: observing inner experience, examining habitual reactions, recognizing meaning and values, and acting with awareness and care. No religious belief is required. The proposed group therapeutic accompaniment with Carmen Rojas will have its own professional consent, scope, and responsibility; the overall program remains a self-knowledge training.
Recognize strengths, preferences, cues, and supports.
Understand emotional language and practice principles in brief steps.
Watch the facilitator model a practice and explain its options.
Try out guided attention and breathing alternatives with the freedom to pause.
Repeat a useful option in everyday situations and record what is relevant.
Combine body awareness, emotional understanding, and response choice.
Design a personal plan and recognize when to ask for support.
The Aspika platform brings together the classroom, accessible materials, and a moderated community. The agenda is shared in advance. Subtitles, written instructions, turned-off cameras, movement, visual anchors, and low-stimulus alternatives are provided. Participants must be able to understand essential instructions with support and communicate a pause signal through an agreed-upon medium. Audio files include transcriptions, volume guidance, and versions without music. Ebooks use clear headings, brief sentences, and selectable text.
Upon entry, each person tests how to ask for help or exit a practice. "I don't know what I'm feeling" is a valid response. Silence, eye contact, immobility, or facial expression do not measure participation. Agreements prevent unsolicited interpretations, pressure to reveal intimacy, and private contact between adults and minors outside of authorized channels.
Proposed care design: participants can stop, open their eyes, move, or switch to an external anchor at any time. Work is done with comfortable, effortless breathing. Dizziness, tingling, panic, or disorientation indicate stopping the exercise and asking for support; they are not interpreted as progress. Intensive connected breathing, deliberate hyperventilation, and breath retentions are excluded from this introductory group design.
Confirmed format: 12 classes × 120 minutes = 24 hours of live meetings, including breaks. Confirmed frequency: one class every two weeks. Twenty-two weeks pass between the first and last class; an operating window of 24 weeks is proposed, which includes the final integration fortnight. Between classes, participants are invited to practice daily, with a minimum option of 1–3 minutes and longer voluntary versions. Days without practice generate no penalties or accumulated tasks.
| Minutes | Experience |
|---|---|
| 00–10 | Arrival, agenda, and choice of supports |
| 10–25 | Comprehension of the topic with concrete examples |
| 25–40 | Demonstration and first practice in brief segments |
| 40–50 | Protected break with no new instruction |
| 50–65 | Private reflection and optional questions |
| 65–80 | Second modality and option comparison |
| 80–90 | Protected break and free movement |
| 90–110 | Everyday application using voice, chat, drawing, or a worksheet |
| 110–120 | Closing, environment orientation, and practice between classes |
Each 15-minute practice block includes an explanation, a brief exercise, and a return to the environment; it does not involve 15 minutes of uninterrupted inner attention. Protected breaks total 20 minutes, leaving 100 minutes of learning and integration per class, equivalent to 20 hours in the course. The support group is additional and is not counted within the 24 hours of classes.
| Classes | Phase | Outcome |
|---|---|---|
| 1–2 | Identity and foundations | Personal access and body awareness |
| 3–4 | Tools and language | Distinguishing and describing experience |
| 5–8 | Applied practice | Comparing options for different emotions |
| 9–10 | Relationships and context | Expanding perception and expressing needs |
| 11–12 | Integration and continuity | Choosing a routine and personal support plan |
Both paths belong to the same 12 classes and the same cohort. They share topic, objective, and evidence; the modality changes. Guided attention explores visual, bodily, movement-based, kind-treatment, and open-attention anchors.
Class 1
Objective: Recognize attention, communication, and support preferences; agree on the right to pause.
Practice: Environment orientation with open eyes. Choose an object, sound, or anchor point for 1–3 minutes.
Inquiry: How do I know when I need an adjustment?
Class 2
Objective: Distinguish a bodily sensation from an interpretation and recognize when to adjust the environment.
Practice: Brief exploration of hands, feet, or chair contact; alternative of describing an object.
Inquiry: What am I noticing and what am I interpreting?
Class 3
Objective: Recognize differences between what happened, what was thought, what was felt, and possible action.
Practice: Observe thoughts and return to the anchor without arguing with them; low-intensity everyday example.
Inquiry: Can I observe a thought without following it?
Class 4
Objective: Expand emotional vocabulary and explore context and needs without imposing a label.
Practice: Name gently: sensation, thought, possible emotion; choose personal language or images.
Inquiry: What is this emotion trying to communicate?
Class 5
Objective: Distinguish the present moment from anticipation and choose a manageable step.
Practice: External contemplation and return to the present; use mild situations without reliving traumatic episodes.
Inquiry: What is happening now versus what am I anticipating?
Class 6
Objective: Identify an early signal and express a boundary without harming oneself or others.
Practice: Attention in movement: walk slowly or move hands while seated; observe and stop freely.
Inquiry: What boundary do I need to express?
For ages 8 to 13, translate the inquiry into a concrete question, drawing, or fictional story; adults help with instructions without providing answers. Adolescents and adults can deepen via private reflection. At any age, a shorter exercise or movement can be chosen.
Class 7
Objective: Recognize what is needed and practice a caring response without demanding to feel good.
Practice: Kind-treatment practice with optional secular phrases; external attention as an alternative.
Inquiry: How can I accompany myself without demanding change?
Class 8
Objective: Notice that an emotion can be present without defining the whole experience or dictating an action.
Practice: Brief open attention alternated with a concrete anchor; optional sound and version without music.
Inquiry: What changes if I stop fighting what I feel?
Class 9
Objective: Differentiate facts from interpretations and consider another perspective without invalidating one's own.
Practice: Contemplation of an object or nature; literal description before attributing meaning.
Inquiry: What other interpretations does this situation allow?
Class 10
Objective: Express emotion, need, and request; check comprehension without demanding eye contact.
Practice: Attentive listening with explicit turns; individual written alternative and right not to share.
Inquiry: Can I listen without preparing my response?
Class 11
Objective: Select methods, duration, supports, and realistic moments to sustain the habit.
Practice: Personal sequence: environment, posture, anchor, observation, and return; all steps adaptable.
Inquiry: What practice fits into my real life?
Class 12
Objective: Recognize learnings and boundaries; explain how to continue and when to ask for accompaniment.
Practice: Practice chosen by each participant; closing with private or voluntarily shared reflection.
Inquiry: What do I understand today that I didn't see before?
Lucas Cervetti's participation is proposed for classes 4 and 8, alongside Julio, through guided attention and optional sound exploration. Dates, scope, and participation to be confirmed. All sound practices have a music-free alternative.
Both paths belong to the same 12 classes and the same cohort. They share topic, objective, and evidence; the modality changes. Breathing explores natural observation, comfortable movement, optional counting, gentle rhythm, and everyday pauses.
Class 1
Observe spontaneous breathing without modifying it; return to the environment if observing it feels uncomfortable.
Evidence and practice: Personal profile and a signal to ask for a pause. Audio 01, 2 min; agreements worksheet.
Class 2
Notice comfortable breathing movement in the abdomen or ribs, without pushing or filling to the maximum.
Evidence and practice: Signal map using words, drawings, or icons; "I don't know yet" is accepted. Audio 02, 3 min.
Class 3
Optionally count three natural breaths without changing duration; restart without self-correction.
Evidence and practice: Four-field worksheet applied to a fictional or personal example. Audio 03, 4 min.
Class 4
Explore an even, comfortable rhythm with optional brief counting; maintain natural pauses.
Evidence and practice: First passport check: explain an adaptation and a practice choice. Audio 04, 5 min.
Class 5
Let the air out gently and allow the next inhalation without stretching until feeling short of breath.
Evidence and practice: Card: "what I know, what I imagine, what I can do." Audio 05, 5 min.
Class 6
Natural breathing accompanied by gentle movement, without mandatory synchronization.
Evidence and practice: Pause request rehearsal via voice, chat, or card. Audio 06, 4 min.
Between-class fortnight: days 1–3, get familiar with the audio; days 4–7, compare a brief alternative; days 8–11, apply the chosen option to daily life; days 12–14, record an observation and a question for the mentor. Daily practice is encouraged according to energy and availability.
Class 7
Spontaneous breathing with a supportive word upon exhaling, without forcing depth or emotion.
Evidence and practice: Personal care menu and support people. Audio 07, 5 min.
Class 8
Compare spontaneous breathing, natural counting, and comfortable rhythm; choose or discard with own criteria.
Evidence and practice: Second check: matrix of utility, comfort, and context for three practices. Audio 08, 6 min.
Class 9
Pause of three comfortable breaths before responding; visual anchoring can replace it.
Evidence and practice: Comparison of two interpretations of a fictional situation. Audio 09, 5 min.
Class 10
Micro-practice before and after a conversation; observe what changes without promising calm.
Evidence and practice: Script "when… happens… I feel… I need… I ask…". Audio 10, 4 min.
Class 11
Select a primary modality and an alternative, with personal signals to stop.
Evidence and practice: Draft of the 30-day plan and rehearsal of a chosen practice. Audio 11, 6–10 optional min.
Class 12
Apply the preferred modality to an everyday example and demonstrate how it adapts or is interrupted.
Evidence and practice: Final passport, 30-day plan, and 90-day horizon. Audio 12, 5 min; continuity ebook.
Planned production: 12 base audio files with brief alternatives and transcriptions, plus three ebooks for classes 1–4, 5–8, and 9–12. These are deliverables to be produced for the program, not pre-existing recordings or ebooks in this proposal.
| Dimension | Evidence |
|---|---|
| Awareness | Describe a signal or uncertainty in the chosen format. |
| Comprehension | Distinguish fact, interpretation, emotion, and response. |
| Practice choice | Choose, adapt, or stop a technique and explain why. |
| Everyday integration | Relate an application and complete a realistic continuity plan. |
| Relationships | Rehearse a request or boundary with a fictional situation. |
Baseline, classes 4, 8, and 12, and 30- and 90-day follow-ups compare each participant against their own starting point. Contact at 6 and 12 months is optional and requires resources and consent. The passport is an educational record, not a clinical scale or a measure of a person's spiritual value.
Emotional Balance Laboratory — From awareness to practice and everyday integration.
People can experience intense or unclear emotions without having the language, time, or appropriate ways to explore them. Group practice can add barriers when it demands silence, immobility, eye contact, ease in talking about oneself, or the exact same inner attention from everyone. The virtual environment also requires access and clear supports. Neurodivergent individuals have diverse strengths and needs; a diagnosis does not explain all difficulties nor is it an admission requirement.
IF people participate in a predictable and accessible environment; AND IF they receive brief explanations, guided attention alternatives, gentle conscious breathing, daily resources, and mentoring; AND IF they can choose, adapt, stop, and reflect without pressure to reveal intimacy; THEN they can develop greater body and emotional awareness, practical self-knowledge, and more deliberate relationships; BECAUSE understanding becomes usable when linked to repeated practice, tailored to the individual, and applied to ordinary situations. This is a hypothesis to be examined in the pilot, not a demonstrated causal effect.
POTENTIAL → ACCESS → PERSONAL DISCOVERY → EMOTIONAL COMPREHENSION → GUIDED PRACTICE → PERSONAL CHOICE → EVERYDAY APPLICATION → CONTINUITY → MORE CONSCIOUS RELATIONSHIPS. Progress is not necessarily linear. Returning to a previous practice, using supports, or choosing an external anchor can express good judgment. "Transcending" describes a less automatic relationship with emotion, not bodily disconnection or suppression of what is felt.
A cohort of 30–50 people receives 12 virtual two-hour classes, one every two weeks, in Spanish from Aspika Global Foundation in 2027. Twenty-two weeks pass between the first and last meeting; an operating window of 24 weeks is proposed, including the final integration fortnight. Guided attention and breathing are taught together, not as independent cohorts. Ages 8 and up; minors participate with an adult who accompanies the process outside of class. Age-appropriate examples and alternatives of words, images, and movement are used.
Accessibility is part of the environment: anticipated agenda, brief instructions, subtitles, music-free alternatives, and protected breaks. Seven stages connect discovery and continuity. Facilitators demonstrate choices and boundaries without imposing a single correct experience. The passport records learning, and integration exercises connect guided attention, breathing, and bonds. Mentoring supports daily practice; Carmen Rojas coordinates the proposed group therapeutic component with its own care conditions. No spiritual maturity levels are assigned.
The passport follows INTRODUCTION → PRACTICE → DEMONSTRATION → APPLICATION to recognize signals, distinguish thoughts and emotions, choose an anchor, use comfortable breathing, communicate a boundary, and plan continuity. Evidence can be oral, written, drawn, chosen from options, or demonstrated with a fictional case. Each participant decides which personal examples to share. Supports are recorded as context and do not reduce evaluation scores. An unobserved skill remains "not yet evaluated," not a failure.
Upon entry, a person may know something is difficult for them without identifying how to describe it or what support helps them. Upon completion, the aim is for them to have a vocabulary or personal signal system, chosen practices, the ability to pause or adapt, a concrete communication strategy, and a realistic continuity plan. They may still feel anger, fear, or sadness while having learned significantly. The observing accompanying adult provides context without replacing the minor's voice.
Emotional experience without sufficient language, adequate practice, or accessible support.
Accessible virtual environment + seven stages + expert facilitation + daily resources + human accompaniment.
Guided attention and conscious breathing within the same twelve biweekly classes.
Profile, passport, chosen methods, clear support request, and continuity plan.
Understand emotions, pause, choose, and relate with greater awareness; evaluate at closing, at 30 and 90 days.
Sustained self-knowledge and more conscious participation in personal and shared life.
