Mission

MISSION

Our International Organization is committed to fulfilling an educational mission based on a methodology designed and tested by our team, structured in the following stages:

First Stage: Emotional Training and Stress Management

We begin by providing an educational environment that equips individuals with the necessary tools to successfully manage their emotions. Primarily, we focus on eliminating stress caused by psychological fear, which lays the foundation for personal growth and self-actualization.

Second Stage: Healing Perception and Overcoming Self-Deception

We work tirelessly to guide our students on their journey toward healing perception, correcting the negative effects and self-deception caused by lies, assumptions, negativity, complaints, criticism, and psychological fears. Our goal is to free them from the phenomenon of "amygdala hijack" (Goleman, D., 2006), the primary cause of fear of change and the inability to assimilate new information with the potential to transform their lives. Once this goal is achieved, the student embraces change and breaks free from unsatisfying life cycles.

Third Stage: Awareness of the Service Network and Building Trust Through Gratitude

Once a neutral perception is achieved, we shift the student’s focus to discovering the true way in which their life is touched by the human beings who accompany them on their social journey. This exercise reveals that over a million people weave a service network that, without knowing them or being aware of their existence, sustain, maintain, and nurture their life.

We train attention to recognize and realize that each of these small acts of service generates a pleasant sensation in their physical body, in the here and now. The development fostered by this training enables the student to build a hormonal chemistry in their body based on gratitude. We call this the "State of Grace."

This state of grace heals trust in oneself and in the surrounding community, preparing the student to harness their full cognitive power to design their life from a pragmatically positive perspective—one that understands that no one is truly alone. Now, they know they can count on the support of this vast social network, of all of us.

Fourth Stage: Personal Empowerment and Goal Setting

From this perspective of gratitude, neutrality, and trust—achieved by our students—we train them to harness their cognitive potential to the fullest. The student’s entire focus will be directed toward understanding their life in the present moment, accepting it as it is in order to analyze it and determine:

• Which positive aspects of their life they wish to maintain and strengthen.

• Which aspects need transformation and how to achieve it.

• Which aspects must disappear completely.

This development becomes their process of redesigning the present moment. The success achieved in executing short-term goals will generate the confidence needed to set larger, more aligned goals in the medium term—ones that will provide direction, strength, and impact to their future actions.

Fifth Stage: Building Discipline and Developing Self-Authority

Once our students identify their present and medium-term goals, the next challenge arises: “bridging the gap between words and actions to achieve coherence.” This marks the beginning of the true journey of self-discovery, where we guide students to develop specific values:

• Integrity: Lacking nothing; said of a person—upright, honest, and impeccable.

• Honesty: Moral rectitude, integrity in actions.

• Honor: A moral quality that leads to fulfilling one’s duties toward others and oneself.

• Authority: The power to govern or exercise command, either in fact or by right.

(Definitions from the Royal Spanish Academy Dictionary)

Choosing a clear goal gives life meaning and direction. The initial work ensures that this goal is both real and sincere. In this way, the development of these values happens naturally and effortlessly. This process involves a deep understanding of the mind, thought management, and the resolution of internal conflicts. Our students will be trained with physical and cognitive development tools designed to support them in this important achievement.

Once this objective is fulfilled, our students will have full authority over themselves, understanding that in their life:

• They are both the boss and the employee.

• They are their own teacher and their own student.

And that only by excelling in both roles can they successfully accomplish their goals and aspirations.

Sixth Stage: Building and Communicating the Truth of a Personal Reality

At this stage of our program, our students’ inner world is organized and coherent. This allows them to discover their place within their social environment and clearly communicate their position to their nuclear family, gradually extending their influence to broader social circles. The student has now built "their truth." Knowing what they want in life enables them to fully understand what they do not want. From the strength of this conviction, their "yes" and "no" become clear, loving, and powerful.

From our experience with trained students, they fully enjoy their lives. While they work hard to achieve their personal goals, they all affirm that they no longer perceive problems in their lives—only challenges.

We focus the student's attention on communicating "their truth" in a diplomatic and loving way. At this point, our educational process shifts its focus to personal relationships, using all the self-knowledge acquired as a means of understanding, comprehending, and accepting their social environment.

Everything our students have learned to observe, understand, and correct within themselves, they will now be able to recognize clearly in the people around them. They will develop the ability to truly understand others. Our students will be trained in non-intervention, respect, acceptance, and clear communication between their personal reality and the reality of those who are part of their lives. This practice naturally gives rise to a deep sense of compassion.

The personal experience of life as something simple, dynamic, and easy—contrasted with the human drama unfolding around them—awakens a desire to serve.

"How can I help others discover and build a life that is completely clear, free of problems, and filled with challenges that we consciously choose?"

Seventh Stage: Service and the Spread of Happiness

As the final result of this process, our students gain the ability to use their authority to serve others. We educate them in the greatest personal challenge: each student must push their cognitive system to generate an idea that, while fulfilling their personal goals, also ensures that all beings on planet Earth benefit—without anyone being harmed.

The human brain is a super-technology, the product of 15 billion years of evolutionary development. True human power only emerges when we use this technology under the ethical principle of “everyone wins.” No idea that fails to meet this standard deserves to be executed.

Only in this way can we fulfill Archimedes' principle: “Give me a place to stand, and I will move the world.” Only then can we say that the fulcrum is “me,” “you,” “all of us.”

It is impossible to measure the full impact that each of these students will have on their social environment. However, we can say with certainty that this NGO is formed and led by students who have already completed their educational process—those who have transformed their lives and are now empowered to help transform the lives of others. They are actively working to ensure that more people can access the educational system developed by @Serconsciente.life and create meaningful change in their own lives.