Lessons learned on the implementation of activities (February 2010 to February 2011)

In terms of individual participants

  • Understanding the functioning and nature of human beings. Ability to dissociate from one's subconscious and listen to one's Conscience. Gaining of awareness of freewill and the power of each individual.
  • Understanding forms of emotional programming and their consequences at all levels (individual, family, institutional, cultural, political, etc.).
  • Understanding the emotional causes of conflict and the path to be taken to eliminate them.
  • The ability to adopt firm positions and use one's strength without fear, anger or rebelliousness.
  • Understanding the importance of expressing one's emotions and feelings.
  • Putting the theory into practice, and success in all life areas: family, work and social.
  • Gaining an awareness of the equality of men and women with regard to the emotions, feelings and human abilities. Awareness of the strength of women and the sensitivity of men. Awareness that the only differences between human beings are differences of personality and not of gender.
  • Changed state of mind of women with regard to men and of men with regard to women: mutual respect and solidarity.
  • Understanding of the different forms of pride.
  • Work by each man and woman on their childhood experiences and their repercussions for the attitudes of the adult. Understanding the traps to be avoided in the present.
  • Work on rigour and the advantages that Africa and Africans can derive from it. Practical adoption of changed be-haviour (arrival on time, taking proper care of one's property, carrying out tasks to full completion).
  • Development of greater freedom of opinion with liberation from individual, social and cultural conventions.
  • In-depth questioning of the concept of responsibility and the adoption by many students of new patterns of behaviour based on a rejection of self-sacrifice and totally setting aside one's own needs in the service of others.
  • Greater confidence in the future thanks to a new awareness of the functioning of the subconscious and fear of the unknown. Many students spoke of practical experience demonstrating their capacity to go beyond their fear, to let go and to feel confidence in very difficult situations. They testified to the positive consequences flowing from this.
  • Awareness of the importance of liking oneself and adopting highly concrete behaviour to meet one's own needs, to accept love from others and to go beyond guilt or to forgive oneself.
  • Ability to acknowledge one's inner strength and power and to use them to express firm views without being hard or authoritarian.
  • Discovery of one's own ideal and learning how to let go in order to continue to pursue it without suffering due to the realities contradicting it.
  • Discovery of the nature of intuition and greater capacity to pay attention to it.

In terms of the family

  • Numerous family reconciliations were reported by students (with children, brothers, sisters, parents, etc.).
  • Students' ability to understand better and to provide guidance to their children and other family members.
  • Many improvements in couples (less anger and misunderstanding, dialogue).
  • Various students achieved a state of peace with those close to them, even the deceased.
  • There were many personal statements from students able to forgive themselves for actions or attitudes for which they had long criticised themselves.
  • Many students were able to express their suffering at not having been loved, for having suffered from their place-ment in other families and for having been abused. They then decided to transform their current life by allowing themselves to accept from those around them the love and affection they had not received instead of ensuring that they continued to be deprived of it.
  • Ability to meet one's own needs in the family and to cease to sacrifice oneself.
  • Questioning of social conventions regarding the role of older brothers and their obligation to meet the needs of the entire family.
  • Questioning of social conventions regarding the traditional roles of men and women inside and outside the family.
  • Questioning of the role of the father and his obligation to be strong at all times, to support his family without being able to call on assistance from any quarter and with no right to his own moments of vulnerability.
  • Questioning of the status of women as weak, capricious and incapable of taking decisions for their families.
  • Questioning of the status of men as strong and necessarily alone in deciding what is good for the family in order to avoid anarchy if they share decision-making with their wives.
  • Awareness of the injustices imposed on individuals by social conventions relating to the family.
  • Awareness of tenderness and sexuality within the couple.
  • Awareness of the harshness of the upbringing of children and lack of dialogue with them. Changed attitudes with more beneficial results.

In terms of the social dimension

  • Ability to understand certain social and cultural conventions as products of the Human subconscious and to assess them in terms of their consequences for human happiness. Ability to distance oneself from those conventions and to go beyond them to achieve neutrality in the performance of the role of mediator and understand the needs of the Congo and its population.
  • Questioning of the traditional social roles allocated to men and women in society, at work and in the political sphere.
  • A completely new light thrown for students on homosexuality and in-depth questioning of their conventions and prejudices. Ability to understand the suffering generated by those conventions and the rejection directed at it.
  • Changes in opinions and attitudes with regard to the repressive measures connected with a new law recently passed in the DRC and in relation to the religious, social and political discourse on this issue.
  • Ability to face up to situations of conflict and to act as a mediator in the community, the church and other contexts.
  • A new way of seeing religious concepts and guilt. Ability to question dogmas and to consider them critically in terms of their consequences for the happiness of each individual human being.

In terms of work

  • Promotion of several students to posts of higher responsibility in recognition of the skills they have acquired in the training.
  • New work opportunities offered to various students in order to share their knowledge of the training and to work on that basis (giving talks, dispensing training, consultancy).
  • Improved understanding of teachers' guiding role and of the importance of educating children to understand how they function and their emotions in order to allow them to avoid suffering and prevent conflict.
  • Ability to ensure they are respected in the classroom without having to inspire fear in the students.
  • Ability to adopt firm positions without fear or anger in dealing with supervisors. Very many statements of personal experience testified to this and to the positive effects in terms of recognition.
  • Understanding the fundamental importance of working on the state of mind of underprivileged communities rather than simply on material aspects in order to improve their circumstances.
  • A changed understanding of the multiple causes, including those of emotional nature, that may lead children to live on the street.
  • Currently ongoing execution of pilot projects for street children aimed at taking into account the emotional dimension of their development, teaching them dignity, self-love, rigour, solidarity and the importance of beauty.
  • Currently ongoing execution of pilot projects with pygmy communities aimed at inclusion of the emotional dimension and the state of mind they should adopt.
  • Currently ongoing execution of pilot projects in communities, including women, victims of war and sexual violence and introducing an emotional dimension into work with those women and communities.
  • A pilot project currently under development in the area of justice.
  • Understanding the state of mind and internal process to be conducted in order to succeed in one's work projects and pursue one's ideal in this domain.
  • For pastors, a distancing from the Bible and an understanding of the importance of the Human subconscious in the authoring of the sacred texts.
  • Ability to value the spiritual dimension of the human being and to make a distinction between spirituality and religion.
  • Questioning of the concept of submission to God and reflection on God as a life partner in the accomplishment of one's ideal and working for the good of Humanity.
  • Questioning of religious discourse based on fear of God aimed at ensuring the adoption of behaviour desired by the church.
  • A changed understanding of the phenomena of witchcraft and the ways of protecting oneself from them. Changed views on "child witches".
  • Many improvements in the work done by students in churches, for example in preparing young people for marriage, advising couples, and mediating in families and the religious community.
  • Acceptance of more responsible tasks in churches by a number of students.

In terms of the political dimension

  • Ability to differentiate between revolution and political/social evolution.
  • Less anger and rebelliousness in attitudes to government. Understanding of the responsibility of each individual in a population in improving government.
  • Changes in a political party to promote an ideal and belief in its success.
  • Shared work on Congo's past, from tribes to colonisation. Analysis of the causes and consequences of colonisation in terms of the political dimension.
  • Greater understanding of the role of politicians and the Head of State. Awareness of the responsibility of citizens and the assistance they can provide for the social development of their country.

In terms of culture and the collective unconscious

  • Discovery of the causes and consequences of the principal forms of emotional programming affecting the collective unconscious of the Congolese people: passivity, lack of rigour, lack of self-love, submission, rebelliousness.
  • Ability to make the link between emotions experienced at the level of the individual and the formation of a collective unconscious feeding back into reinforcement of the emotional programming of individuals.
  • Questioning of the cultural conventions stemming from the Human subconscious and the cause of suffering for the Congolese people.
  • Ability to distinguish the positive aspects (solidarity and spirituality in particular) and the negative aspects of the culture, assessing them in terms of their consequences for the happiness of the Congolese people.
  • Numerous personal testimonies from participants reflected their commitment and highly practical action to work on the issues linked to the collective unconscious (punctuality, rigour, passivity) and to draw the attention of those around them to these issues.
  • Awareness of feelings of inferiority on the part of African peoples in general leading to a denial of their particular characteristics: skin colour (depigmentation), development of the intellect at the expense of intuition, and so on.
  • Awareness and deeper commitment to their country.