"Astrologiji velja nameniti pozornost predvsem zato, ker predstavlja direkten izziv obstoječim prepričanjem, kajti če so njene trditve veljavne, potem se motimo o naravi naše stvarnosti."

Dennis Elwell, britanski astrolog in publicist



z vami od 1989

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Astrological Academy Stella


This paper consists of the folllowing chapters:
BACKGROUND: I started to teach astrology in 1989, soon after I acquired my FAS diploma in London. There were no other astrological courses or schools in Slovenia back then. We also didn't have any astrological literature in our language. Some existed in Serbocroatian, a language similar to ours, but practiacally none in Slovene. Therefore I wrote two handbooks (manuals), one for the beginners course and one for the advanced course. Since there were more and more people interested in astrology, I concentrated (beside giving consultations) on organizing and teaching astrology courses. In the beginning, I taught astrology under the patronage od various institutions, among them being Astrological Society Merlin, the first astrological association in Slovenia ever, which was founded by myself and fellow astrologers in 1993. As the society ceased to exist in 1998, I founded STELLA SCHOOL OF ASTROLOGY in 1999. Its first course took place in the autumn of 1999.  In 2007, I renamed my school ASTROLOGICAL ACADEMY STELLA.
STELLA SCHOOL OF ASTROLOGY was founded as a consequence of my wish to offer Slovenian students of astrology a more structured program of acquiring the vast field of astrological knowledge. At that time, since I had been a professional astrologer for many years, I felt sufficiently learned and experienced to offer several individual specialized courses. Since my basic education, or title, is Professor of English and German languages, I also had the pedagogical training, needed for such a venture, not to mention several years of experience as an astrology teacher.
Therefore I created a program, consisting of 9 individual courses, which were grouped into 3 separate units, each consisting of 2 - 4 courses. These were supposed to take students 3 years to complete, and are outlined in the CURRICULUM which follows this introduction. The curriculum has not changed throughout these years. Its aim was (and is) to enable students to practice astrology profesionally, or just for their own use in their daily lives.
I am head tutor of the school. Presently, I teach all the classes in Ljubljana, only occasionally I employ assistants to teach the basic course.
I also designed CERTIFICATE and DIPLOMA examinations (outlined in the CURRICULUM on the following pages). The certificate examination used to take place after the completion of 1st academic year, and the diploma examination after the 3rd academic year. With the start of 2010/2011 school year, I'm leaving out the certificate examination and keep only the diploma one which is held after the completion of the 2nd academic year. The 3rd year courses are optional. The student who passes the examination successfully is given the title DAstrolS (Diploma of Stella School of Astrology). Both examinations are optional.
Due to my two maternitiy leaves during these last years (I bore a girl in February 2002 and a boy in June 2003), until today, the certificate examination was held only 3 times and the diploma certification only once. So far, the school has 23 certified students and 5 (five) diploma holders.
I'd like to state that only a minor part of students have taken the exams so far, because the examinations criteria are quite high. Only those students who aimed (or aim) at practising astrology professionally have taken the exams.  
1.     BASICS OF ASTROLOGY (30 hours class, 30 hours home work)
2.     HORARY ASTROLOGY (30 hours class, 30 hours home work)
3.     BIRTH CHART INTERPRETATION (30 hours class, 30 hours home work)
4.     PREDICTIVE ASTROLOGY (45 hours class, 30 hours home work)
5.     SINASTRY (30 hours class, 30 hours home work)
6.     ELECTIONAL ASTROLOGY (24 hours class, 15 hours homework)
7.     MUNDANE ASTROLOGY (24 hours class, 15 hours homework)
8.     MEDICAL ASTROLOGY (24 hours class, 15 hours homework)
9.     LOCATIONAL ASTROLOGY (24 hours class, 15 hours homework)
Each of the 9 courses is accompanied by a manual which I wrote especially for my school. Students are also encouraged to read foreign literature, especially that with a traditional bend.
In this course, basics of astrology are taught: planets, signs, houses, aspects, and the setting up and interpreting of a birth chart. Along the »usual« techniques, this course offers some more advanced techniques such as aspects in declination, OOB planets, and planetary »sect« (difference between day and night charts). At the end of this course, a student is expected to know how to set up a chart, technically »read« it, understand the various symbols and the ways they are connected in a chart (house rulerships, dispozitors etc.), to understand the fundamental psychological traits and energy fields in an individual which lead to specific life experiences, plus to differentiate between day and night charts. Throughout the course, students study their own charts, and are given homework to check their progress.
Horary astrology is a special part of predictive astrology which involves several new techniques, therefore a separate course was designed to meet its needs. It follows the basic course directly because I have found that by learning traditional techniques of ascertaining planetary power, applications and separations of plants etc., enables the student to more fully understand the basics of all astrology, which in turn helps them in other techniques: natal chart interpretation, synastry and other predictive methods. Students learn about how to form a question, how to find significators for specific question, how to evaluate the strenghts and weaknesses of significators by means of essential and accidental dignities, plus the plethora of other techniques (derived houses, dispozitors, mutual reception, planetary hours, cautions and strictures, perfecting the matter, collection, frustration, translation of light, refranation, the special significance of stationary and retrograde planets when acting as significators, arabic parts, antiscia, etc…). They learn how to find answers to all sorts of horary questions, but are encouraged to be very careful when stating a »prediciton« which could badly affect a client. I encourage them strongly to use horary in combination with other predictive techniques only – except in such questions as pertain to lost objects or similar.
This course is designated so as to deepen the students' understanding of natal chart, and to learn some new techniques, especially midpoints. Each session is dedicated to one sphere of life, associated with different houses. Special care is given to main spheres of life: life, temperament and vitality, choosing a vocation, learning about one's talents etc. Students learn the art of delineation, which is done by lots of practical work, mainly on their own charts and those of their fellow students, and charts of famous or otherwise interesting people. Some additional techniques are introduced and practised: the meaning of nodal axis, midpoints, harmonics, fixed stars and arabic parts.
This course teaches about human relationship. Beside deepening the knowledge which they had acquired in the two previous courses, students learn about the importance of natal (individual) conditioning in a relationship, and how this affects a relationship. They learn new techniques which are needed in synastry work: cross-aspectual relations in birth charts, how the prevalence of a certain element (or lack of it) in two individual charts affects a relationship, etc. They learn the techniques of composite and relationship charts. All types of relationships are taken into account: romantic, parent/child, business, friendship… Students are encouraged to bring their own examples, so that they can check the theory in practice. By the end of the course, students are expected to be able to evaluate any type of relationship from various points of view.
This course is the major one and and such it involves many hours of theory and practice. Several new techniqes are introduced: secondary progressions, solar arc directions, transits, solar and lunar returns (geocentric and geocentric precessed), solar and lunar eclipses, and how to combine them all so that students can evaluate the upcoming trends in the life of an individual. They also learn about some of the more specialized techniques, as for example how important midpoints are activated by progressions and transits. Lots of practical work is done by employing graphic progressions and transits. Examples of famous poeple lives' are introduced, which are followed by students' own examples. We check the last 10 years of so of the life of each, by employing all the various techniques. Some basic ethical training is involved, by which students learn about how important is it to differentiate between a »prediciton« and pointing to a trend, and they learn how to consult clients so that they get the information about their future which they need.
When students understand horary astrology, it is time to introduce electional... As fundamental basis of all electional work, planetary cycles are studied in detail, with special emphasis upon the soli-lunar cycle. Afterwards, students learn about universal (independent of natal chart) and individual (birth chart dependent) elections. After that, all kinds of electional work is done, starting with more the important business elections and ending with elections pertaining to daily activites. Electins pertaining to all houses are considered (starting a job, getting married, starting a voyage, making a purchase etc.). Students are encouraged to do homework, so that they choose the »best« times for different kinds of activities i.e. decisions.
In this course, students learn additional techniques, such as ingress charts, national charts, eclipse charts, charts of political leaders etc. National charts are studied in depth, so that students learn how to interpret planetary symbolism in broader terms. Cycles of the slower moving planets are given more emphasis. Students learn of the mundane meaning of planetary cycles, like Jupiter/Saturn, Mars/Jupiter, Saturn/Pluto etc., and how they are connected with the »fate« of nations. The knowledge of predictive techniques, learned previously (in the 2nd year) is incorporated into the study. Events of special importance are being researched, like big national events, political decisions, natural catastrophes etc. A special part of this course is astrometeorology, where students learn how planetary positions and motions, lunations especially, affect weather conditions.
Medical astrology is another specialized course. Students learn about the connections between planets, signs and aspects with various bodily conditions, health matters and illnesses. The four humours are introduced, together with decumbiture charts, and modern methods are researched too. They learn about different sorts of ilnesses and their most common signatures in a birth chart, either natal or progressed, directed etc. Numerous examples confirming the theory are provided. They also learn about the rulership of planets over specific vitamins and minerals, and how this theory can be applied to daily nutrition, best suited to individuals with various birth chart signatures.  
This course starts with the revision of astronomical background, which is at the core of locational astrology; students learn about different coordinate systems for determining the position of celestial bodies in the skies (horizontal, equatorial, ecliptic). We then proceed with astrocartography, and learn everything about the zodiacal and especially »in mundo« positions: the meaning of planets upon angles, ACG lines, parans, relocation techniques etc. This is followed by the »local space« technique. The next step is combination of ACG and LS lines, which is followed by cyclocartography (progressions and tranits in locational astrology). Geodetic charts are also shown and researched, and we also learn about the use of locational techniques in synastry. The last lesson shows the use of local space lines in a narrower surroundings, as are cities, towns and buildings.
As stated in the introductory part, STELLA SCHOOL OF ASTROLOGY offers an examination which enables its students to acquire a diploma, confirming their skills in the subjects of the five courses which compose the 1st and 2nd academic years. The diploma exam consists of 8 (eight) written units, with 6 of them being done under supervision in a class, 2 individually at home. Students are given 6,5 hours (390 minutes) to complete the written part of exam. Only those students who have done all the individual courses of the 1st and 2nd academic years are allowed to sit the exam.    
Examines the knowledge of setting up a chart, ascertaining all the »groundstones« which are needed for an analysis (elements, qualities, rulerships, chart patterns etc.) and finding all the ptolemaic aspects between planets and angles in a chart.  
A written test which examines the knowledge of the theory, acquired in the BASICS OF ASTROLOGY course.
Students are given 2 charts, and their task is to find all the mutual aspects which they fill into the form. Aspects in declination are also recquired. 
A written examination which tests the students' knowledge of theory, acquired in the SYNASTRY course. They are given 2 charts (pertaining to a man and a woman) and their relationship and composite charts. They are asked to give thier opinion on the various aspects of their relationship. Specific questions lead them through the test.
This unit examines the students' knowledge of interpreting a birth chart. It is done individually at home, and students are allowed to use various literature which they find useful. They can choose among 3 different charts, and are given 14 days to complete the task. They must structure their interpreation around several questions which help them to write a meaningful analysis.
This is a written test which examines the students' theoretical knowledge of the various techniques which had been learnt at the PREDICTIVE ASTROLOGY course.
It this part, students are given a set of data, consisting of a natal chart belonging to a certain person, plus progressed and directed positions, and tranits for a specific period of time. They are asked to give thier opinion as to various influences in the given time period, and to advise the person how to act in the circumstances which are suggested by certain planetary influences in those periods.  
Students prove their knowledge by giving in 2 horary charts of their own which they have done at home. The interpretations must prove their ability to read a horary chart and give a sensible answer.
All the papers are examined by myself and another tutor. Criteria for passing the examination is 75% for each paper. Papers which do not meet the criteria can be repeated individually at next year's examination term. Students who pass the exam are given a diploma and the title DAstrolS.



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