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Courses and Workshops



The center offers two courses. One course consists of l50 concepts and skills which form the basis of science and scientific thinking. This course is divided into 4 quarters each of l0 weeks duration.
The other course is a one quarter course in Microbiology which is simultaneously designed to introduce students to Basic and Applied Science.
Here we are emphasizing Microbiology because it was this discipline which opened the vast fields of health, food, pharmaceuticals, sanitary, dairy and cosmetic industries, all drawing heavily from its few basic principles. Knowledge of Microbiology thus provides a practical beginning to a wholesome life for it enables us to see how science and technology works and where we fit in the overall schemes of things, events and nature, clearing our fears and anxieties in the process.
Many of you who studied Microbiology in schools or colleges and who found this subject difficult may not agree with the above description of Microbiology. You should, however, realize that it was not the subject but the manner in which it was taught was the problem. When taught by the NALT process, i.e. in a manner by which we humans learn, the subject is a delight, much like gardening or cooking and likewise therapeutic.
Enrollment and scheduling information about these two courses is separately provided below.


Classes for this course meet for a total of 20 hours per week, 200 hours per quarter or a total of 800 hours spread over 4 quarters for the entire course.
Classes can be taken as one quarter packages, returning to complete the remaining quarters, until the entire course is completed. Students who have taken the course in Microbiology (see Course #2 below), can complete this course in 3 quarters.

The classes can be taken during the day or during the evening.
Day classes, 5 hours each (l0.00 A.M to 3.00 P.M) meet for a total of 20 hours per week, on Mondays, Wednesdays, Thursdays and Fridays.
Evening classes meet for a total of 20 hours per week as follows: 4 hours each (6.00 P.M. to l0.00 P.M) on Mondays, Wednesdays and Thursdays and 8 hours (9.00 A.M. to 5.30 P.M.) on Saturdays.
New classes, both day and evening, representing part 1 of the 4 part course, begin once each year on the last Monday of January. Parts 2, 3 and 4 of this course begin on the last Monday of April, July and October, respectively. In the event that any of these days is a holiday, the respective classes will begin on the following working day.
Tuition for the course is $650.00 per quarter.

This is a l0 week, one quarter (l50 clock hours) course. Summer session is 6 weeks, still consisting of l50 clock hours.

The course, during the year except summer can be taken during the day or during the evening. During the summer months this course is offered only as a day course.

Day classes during the year meet a total of l5 hours per week, 5 hours each (l0.00 A.M. to 3.00 P.M.) on Mondays, Wednesdays and Thursdays.

Evening classes during the year meet a total of l5 hours per week on Mondays and Wednesdays (6.00 to l0.00 P.M) and on Saturdays (l0.00 A.M to 5.30 P.M).

Summer classes meet five days per week, Monday through Friday from 9.00 A.M. to 2.00 P.M

New classes during the year begin three times each year on the third Monday of February, May and September unless that date is a holiday, in which case, classes begin on the next working day and run for l0 weeks.

Summer classes begin on the second Monday of July and run for six weeks. In the event that the first Monday of July is a holiday, classes will begin on the next working day and run for 6 weeks.

Tuition for the course is $650.00.

The center offers two types of workshops. One type of workshops are designed for individuals enabling them to acquire a bird's eye view of the philosophy and format of a particular program offered by the center. The other type of workshops are for teachers, administrators, social workers & therapists and for persons involved in policy and decision making in private institutions and government agencies.


1. SCIENCE THROUGH l50 CONCEPTS AND SKILLS: This is a hands-on workshop based on the NALT format of teaching and learning. Here participants will be able to see that science studied conceptually and chronologically is not all that difficult a subject. This is a good introductory workshop for students who wish to enroll in the 40 week Basic and Applied Science course.

This is a one day, 8 hour workshop given on the second Monday of January, April, and October. It is available only as a day workshop. Registration is required. Fee for the workshop is $l00.00.


This is a hands-on eight hour workshop given over two days (4 hours each day). The workshop is conducted in a laboratory setting where the participants can get a first hand experience of how teaching and learning Microbiology (and for that matter, any other subject) by the NALT teaching and learning format can expedite their personal and professional growth.

This workshop is offered as a day and as an evening workshop on the first Monday of February, May, June and August and concludes on the following day. Space is limited and pre-registration is required. Fee for the workshop is $l00.00.

3. YOU DON'T NEED A JOB TO MAKE A LIVING: This workshop explores alternate means of making a living where your sense of self worth and an understanding of science and technology can enable you to embark on an entrepreneurial career.

This is a one day, 8 hour, day workshop, given on the first Thursday of March, May and October. Registration is required. Fee for the workshop is $l00.00.


1. DEVELOPING AND IMPROVING GLOBAL INFRASTRUCTURE FOR SCIENCE AND TECHNOLOGY AND CREATING A VIRTUALLY UNLIMITED DEMAND FOR GOODS AND SERVICES: This workshop explores and formalizes plans and procedures, both short and long term, for teaching science via the l50 concepts and skills, developing science and technology based infrastructure, and for cultivating scientific literacy in the masses on a local and a global scale.

Pushing science and technology on those who are not ready for them either by making them believe that without science and technology, they cannot enter the modern world, or by withholding science and technology from them such that, like the forbidden fruit, they would do anything to get it, are both wrong approaches, not just ethically but economically. With the unprecedented production capacity that the technical world now commands, it can no longer assure its growth by selling to dead end consumers. It needs consumers who put their purchases to productive uses producing demands for more goods and services.

So far hopes to produce such consumers have rested on the shoulders of local and global educational network. With the increasing population and the length of time that it takes for one to complete his or her schooling, this approach has been a losing battle. Additionally, local education, especially in the developing countries, is much too antiquated and when a student from such a system enters the global educational network, he or she has to face two setbacks. One is of his or her educational competency and the other is that of the host institution's educational, specially research, priorities. Invariably then the student learns what is in vogue and not what he needs to become a versatile thinker capable of solving his country's basic problems.

In this regard, the technological world, which is mostly western, has been blamed for training, in fact "credentializing", often at the developing country's expense, a handful of people from the developing countries and thereby ensuring their ready availability to the business enterprises from the technological world as and when such business enterprises choose to expand to the developing countries. Additionally, whenever questioned as to why real perpetual progress, despite multitude of efforts and expense of time and money, has not occurred in the developing countries, the usual answer given, both by the administrators from the developing countries and by their counterparts from the technologically advanced countries, is the lack of infrastructure preventing any program from succeeding. Efforts to develop the missing infrastructure, however, are regarded futile because of the supposed gap which exists between the developing countries and the technological advanced countries of the world.

This supposed gap, however, has never been defined nor measured. It is merely presumed to exist based on subjective feelings and on GNP differences; the latter really making the gap look unsurmountable. But when we view this gap in the light of science being based on l50 concepts and skills and not on fragmented bits and pieces of subject matter spread over years of schooling, the picture changes drastically and favorably. With this approach of teaching science, coupled with the manner in which human beings instinctively learn, i.e., via the NALT process of teaching and learning, building infrastructure becomes a realistic and a reachable goal. This workshop explores these possibilities and in an interactive fashion, with the participants, formulates realistic plans which could be implemented immediately and economically.

This is a 4 day, 32 hour, workshop held three times a year starting on the second Tuesday of April, August and October and ending on Friday of the same week. Sessions meet l0.00 A.M to 6.00 P.M on four consecutive days. Registration is required. Housing will be the responsibility of the participants but the center will assist with reservations. Fee for the workshop, excluding housing, is $750.00.


This one day, 8 hour, workshop provides an overview of the NALT Process of learning and shows how teachers can adapt their teaching formats and teaching material to conform with the student's native learning processes which are common, on the average, to all humans.

This workshop is held only in summer, on the 2nd Wednesday of July. Housing, if needed, will be the responsibility of the participant. The Center, however, will assist with hotel and motel reservations. Pre-registration is required. Fee for the workshop is $l00.00.

3. TECHNOTHERAPY : The premise of this workshop is that individuals living in the technical world feel alienated with the world especially with its scientific, hierarchical and power based processes. While a human professes to function as a logical being, inability to comprehend the logic of the technical and scientific world which surrounds him or her, especially when this world is portrayed to be so very logical, inflicts doubts in a person's belief system about his or her own abilities which in turn produce pathology in the form of withdrawal or violence.

Conventional forms of therapy which often rely on the therapist convincing the patient that he or she is being "too hard" on himself or herself produce only transient affects because in the long run it is the patient's belief system which determines the state of one's psychological health, for in reality, one lives with oneself, not with the therapist.

In Technotherapy , the patient begins to change his or her belief system through experiencing (not via external convincing) that he or she is in fact capable and the outside world, despite its apparent madness, does have a logic, a rhythm and a cycle to it. The story line thus changes from within and this change is basically permanent and progressively growth oriented.

In this regard, Technotherapy complements the "Narrative Therapy" enabling the patient to alter his or her own story line by experiencing his or her own capacities in action.

This one day, 8 hour, workshop meets on the last Wednesday of February, May, and September. Housing, if needed, is the responsibility of the participant. The center, however, will assist with procuring hotel and motel reservations. Fee for the workshop is $l00.00.


Microbiology, which between l880 and l940 was instrumental in improving the quality of human life in so many areas, health being just one of them, began to be regarded by the late forties as if it has served its purpose. The reason generally given for this is the advent of antibiotics but the real reason was much different and stemmed from the fact that microbiology, around mid to late forties, began to provide insights into so many facets of biology, ecology and nature, that certain areas of microbiology had to be abandoned in order to pursue areas such as microbial genetic and later immunology and oncogenesis, to name just a few. It is thus totally unfair to state that earlier microbiologists abandoned microbiology because they did not see any use for it. They, in fact, saw so many uses for it that they had to choose among a variety of options, electing to open newer vistas hoping these excursions into the unknown would also provide answers relevant to microbial diseases and their control.

Unfortunately, however, as the investigators opened newer areas, they, and also the funding agencies, both private and public were not able to maintain a balance between the teaching of classical microbiology and the newer areas of investigations. It is the consequence of this imbalance which we now see manifesting where (l) the diseases once subdued are reemerging, (2) the state of ignorance in the masses is increasing making implementation of public health programs, specially preventive measures, difficult, (3) a serious shortage of trained personnel capable of tracking and containing infectious diseases is now being openly voiced and (4) a serious shortage of teachers who could teach classical microbiology at the high school, undergraduate, graduate and professional level is being increasingly experienced.

It is imperative then that the subject of microbiology in its classical form be revived so that its knowledge can once again become part of the "general knowledge" of individuals and we must once again also produce competent investigators, professionals and para-professionals encompassing both the basic and the applied aspects of this discipline.

Fortunately, this is not as difficult a task as it may sound because (l) the gap that needs be filled is not all that large and (2) the "modern microbiologists" generally called "molecular biologists" are not all that naive; some of them were merely not exposed to a few facets of the subject which they can quickly learn.

The purpose of this workshop thus is to revive classical microbiology via strengthening the teaching abilities of those now involved in teaching or who wish to be involved in the teaching of classical microbiology.

This is an extensive l week (6 days - 40 hours) hands on workshop conducted entirely in a laboratory setting with a minimum of lectures except those needed to clarify concepts and teaching strategies. Since many universities and colleges locally in the USA but specially those in the developing countries are experiencing shortage of funds, the emphasis in this workshop also is how to teach this subject with the minimum of expenditure without sacrificing the impact microbiology is supposed to impart.

This workshop is held during the summer, beginning on the second Monday in July and ending on Saturday evening of the same week. Housing, if needed, is the responsibility of the participants. The center, however, will assist with reservations in local hotels and motels. Fee for the workshop is $475.00. Registration is required. Due to the hands on nature of this workshop, number of participants that can be accommodated is limited to 30.