An International Holistic Teaching and Learning Conference Café Dialogue: Connecting Voices and Visions
Self Design Graduate Institute
An International Holistic Teaching and Learning Conference World Café; Connecting Voices and Visions;
1) Before and after the conference,
2) during the conference, and
3) providing an education in hosting a World Cafe
"Through the design principles of The World Cafe: Set the Context; Create Hospitable Space; Explore Questions that Matter; Encourage Everyone’s Contribution; Connect Diverse Perspectives; Listen together for Patterns and Insights; Listening is a gift we give to one another; Share Collective Discoveries, we will be shaping the future of Holistic Teaching and Learning through engaging together in conversations that matter to all of us. We will be exploring Wholeness: Connecting Our Voices and Visions in conversations including some if not all of the following essential topics. Others may emerge during the conference:
• How do conceptions of wholeness expand our vision of what is possible in education?
• Listening to and speaking with an inclusive gathering of educators from many realms of holistic practice, pre-K through post-secondary;
• Listening to and speaking with people having diverse and inspiring ranges of approaches that engage emotional, social, intellectual, physical, creative, artistic, and spiritual potential;
• The critical need for holistic educators to support one another in envisioning a more humane, loving form of teaching and learning than is currently being promoted in narrow, high-stakes policies.
• Creating an environment in which the wisdom and leadership of inspiring educators emerges
• A variety of holistic schools and programs are known and appreciated The format is small 4 person café tables at which people have the opportunity to genuinely engage with one another and move from table to table during the session to co create and experience the collective intelligence/wisdom of the community. http://www.theworldcafe.com/ "
Grow Together: Accessing Wisdom with Children
Josette Luvmour, PhD
Adults grow with children—especially when they know how. Grow Together presents researched tools that empower and inspire adults to nurture well-being in children and discover the transformative benefits for themselves in the process. Everyone accepts that the adult influences the child but few realize how much the child influences change in the adult.
Learning From Within: Core Reflection as a Means to Create Flow in Learning
In this workshop participants will experience how the principles of core reflection enhance ‘learning from within’. Core reflection is a holistic approach offering concrete guidelines for bringing out the best in people (students, teachers, teacher educators). Based on a combination of positive psychology and educational theories, core reflection focuses on people’s strengths and ideals. The approach also helps people overcome inner obstacles to growth. A number of research studies have been carried out on applications of the core reflection approach within various contexts. These studies show that core reflection leads to long-term positive effects on people’s functioning, even in challenging circumstances. Therefore, as Miller (2013) stated, “core reflection offers real hope for significant change."
The Parallel Experiences of a Learner/Educator Bringing Holistic Perspectives to the Transformation of Blended Teaching and Learning
Self Design Graduate Institute
The parallel experiences of a learner/educator bringing holistic perspectives to the transformation of blended teaching and learning "The parallel experiences of a learner/educator bringing holistic perspectives to the transformation of blended teaching and learning This presentation follows my inquiry journey in supporting evolving and unfolding consciousness through blended weekly seminars ( community of learners approach, what I have called ‘Meet Me at the Table’) with students in the BSN-PB blended learning nursing program at Kwantlen Polytechnic University in British Columbia, Canada. This inquiry started as a raw, emergent, existential question...it hid in the shadows as I developed my ability to listen to it. It has been a very qualitative and precious, fragile process. It is with this spirit, that I invite you into my parallel stories of evolving and unfolding consciousness; my own personal experience and that of my experience in the action research of supporting evolving and unfolding consciousness of my students through blended weekly seminars."
The Holistic Vision of the Earth Charter
United Nations' University for Peace
This session will introduce the Earth Charter. The values of the Earth Charter can be an integrating factor in our efforts to move toward a future of wholeness, peace, and sustainability. Ultimately holistic education should be about new levels of awareness that help learners connect and reconnect to the best qualities of our humanity. This interactive roundtable discussion will introduce the Earth Charter not only as a document but also as a pedagogy that embeds value-oriented processes into the culture of a classroom or school. Relevant topical content will include how a caring environment is connected to issues of diversity and attachment theory, how the human tendency toward biophilia is part of an emphasis on ecological integrity, how love and fairness are foundations for social and economic justice, and how an understanding and practices of well-being relate to specific issues of peace and non-violence. The Earth Charter states that "human development is primarily about being more, not having more." It emphasizes that we feel a sense of connection when we live with "reverence for the mystery of being, gratitude for the gift of life, and humility regarding the human place in nature." And it inspires action. "Let ours be a time remembered for the awakening of a new reverence for life, the firm resolve to achieve sustainability, the quickening of the struggle for justice and peace, and the joyful celebration of life." The Earth Charter provides a holistic vision for today's world.
Improving the Holistic Relationship Between Thai Teachers, Foreign Teachers, and Thai Students at Roong Aroon School
Presenter: Carole Elise Belton-Srisupapol, Roong Aroon School
Co-Presenter: Frederik leRoux
A deeper understanding and holistic relationship between the Thai and foreign teachers and students are gradually developed through the shared values and ongoing opportunities to interact in meaningful authentic settings. "Improving the holistic relationship between Thai teachers, Foreign teachers, and Thai students at Roong Aroon School Carole Belton-Srisupapol Abstract Foreign teachers place an increasingly important role in the development of language skills at Roong Aroon School as both a teacher and model of language as well as a source of cross cultural awareness and exchange. However, limited language and customs reduce the ability to communicate and participate in the school community diminishing the relationships between the Thai teacher, foreign teacher and students. The potential isolation would be devastating for efforts to achieve a deeper cohesive relationship and develop the use of English as a mode to build relationships; meaningful communication. Therefore there is a need to improve resistance to apathy as well as clear avenues to build cultural understanding in addition to communication. Indeed new opportunities and shifts in attitudes towards teaching and learning which teachers may adopt leading to respectful relationships, collaborative teaching and learning as well as professional and personal fulfillment are required. Routine activities such as cooking and cleaning and themes which intrinsically encompass core values, attitudes and culture, and the interests of the teachers and students improve the connections between the Thai students, Thai teachers and foreign teachers. The English program is therefore being designed 1) to integrate with the Thai themes to create pride in the learner to share their culture and country with a new person 2) to identify and compel the universal values to link to the shared beliefs of the 3 learning partners 3) to encourage shared hands on learning activities to establish more cooperation and reinforce cohesion."
A Community of the Spirit: Stories From a Master's Program in Contemplative Inquiry a Master of Education Contemplative Inquiry Program
Presenter: Charles Scott, Simon Fraser University
Co-presenter: Heesoon Bai, Simon Fraser University
We share experiences of three years in a M.Ed. in Contemplative Inquiry, the first in North America. We share program outlook and aims, and the experiences of faculty and students. In this panel presentation, faculty and students share experiences of over three years in Master of Education program in Contemplative Inquiry, the first of its kind in North America. The program clearly addressed a need in the community: the initial offering had far more applicants than any other graduate program offering in the faculty. We share program origins, and the philosophy, outlook, and aims that went into the design of the program, demonstrating its holistic nature. We also share information about the students who were attracted to the program, and their intentions and goals in pursuing the program. We review the courses and their curricula, the pedagogical practices that have (and have not) been effective, and struggles with assessment. We share student experiences through texts, artifacts, and video. Our intention is to share what we have learned for any of those who are implanting or are interested in implementing similar programs. The program design has drawn extensively from scholarship in holistic and contemplative education, as well as postmodern, feminist, indigenous, poststructural, and postcolonial models of curriculum, pedagogy, and assessment. At the time of this presentation, we will have had two cohorts of approximately 20 students complete the program, with a third cohort starting in September 2017.
Entering the Gap: Transforming Anger Into Acceptance in Re-Answering the Call to Teach
Metropolitan State University of Denver
The value of reframing passion that is driven by the "tragic gap" (P. Palmer, 2004) between what is and what could be in the sociopolitical context of public education teaching and learning. "This project is about the value of reframing passion that is driven by the “tragic gap” Palmer, 2004, p. 175) between what is and what could be, what I refer to as the “real” and the ideal” in the sociopolitical context of public education teaching and learning. Through my dissertation research using heuristic inquiry, which puts the researcher on a path of self-searching and self-discovery, I experienced a symbolic growth experience (SGE). This SGE is characterized by integration and synthesis of “forces that were in a state of conflict” (Frick, 1983, p. 112). The symbolic growth experience is also characterized by the development of identity toward self-actualization, a synchronistic event that is highly emotional. This project is an autobiographical account that articulates human potential in the transformation of anger to acceptance as I enter the gap - while straddling the line between the elementary classroom and the university classroom. The project is about sharing the value of that transformation and shedding light on the intersection of identities as teacher and professor. Also integral to this work in transforming anger into acceptance, in changing roles within education, and perhaps most importantly contributing to the education of schoolchildren on a larger scale by becoming a teacher developer, is the Core Reflection work I experienced with Dr. Korthagen. Resilience is essential for all of us working in the gap. Frick, W. B. (1983). The Symbolic Growth Experience. Journal of Humanistic Psychology, 23(1), 108-125. Korthagen, F. A. J. (2015). Core Reflection Workshop. http://www.sou.edu/education/holistic/preconference-workshop.html Korthagen, F. A. J., Kim, Y. M., & Greene, W. L. (2013). Teaching and learning from within: A core reflection approach to quality and inspiration in education. New York, NY: Routledge. Palmer, P. (2004). A hidden wholeness: The journey toward an undivided life. San Francisco, CA: Jossey-Bass."
The Study of Ecological Community & Traditional Fishing: Local Wisdom
Presenter: Mrs. Prempreeti Harntanong, Roong Aroon School, Bangkok, Thailand
Co-presenters: Ms. Waras PitakWorrarat, Grade 12/2015 Student at Roong Aroon School
Mr. Chayanat Supasongklod, Grade 12/2015 Student at Roong Aroon School
The session provides a scope of the value oriented – project based classroom's learning opportunities, activities and work for grade 12 students. A teacher and two students join the session to reflect their learning experiences. "A presentation of the value oriented – project based classroom The study of Ecology Community and Local Wisdom of Traditional Fisheries A Case of LaemHinn Village, Krabi Province, Thailand Grade 12 / Academic Year 2015 Roong Aroon School, Bangkok, Thailand Value oriented- project based classroom, particularly, of an integration of social study / Thai/ and ITC unit, helps students grow toward fulfillment of meaning in life. Moreover, it aims to integrate congruently the “real self” to the subject. Real situation related subject is another key success of which students need to acquire their information from distant area. The unit provides a learning opportunity with peak experience through “Field study”, specifically, students learn to form relationship with other people in any situations they get involved. And in order to achieve that, they need wise reflection and communication. Moreover, as a classroom project, it allows students working in team which is needed Share and Learn process in order to construct their knowledge. Communication skills along with critical thinking will be developed, when they learn to establish direction of learning. Besides, they fulfill with self-actualization and create awareness beyond themselves. Their output of project studied is a report served for public benefit and the outcome is that whole child development with peak experience and creativity is effectively developed."
R. Steiner’s Notion of Language and its Significance in a Post Secular Age
Osaka Prefecture University
As some scholars such as Ch. Taylor point out, more people in modern society begin to search for their own ways of reconnecting with spirituality. This session explores the role of language in a post secular age by examining R. Steiner’s notion of language and “speech formation”. Modern society which Weber once described as disenchanted and rationalized seems to be moving towards a post secular age. Ch. Taylor, who describes a secular age as the time that belief in God, once self-evident, becomes a mere option, says that more and more people are experiencing conflict because of that. Although they wish to regain a certain connection with spirituality, they find it hard to naively go back to the old form of religion or faith since they have developed the “buffered identity” in the course of history. Based on such a way of understanding the modern world, this presentation examines the role of language which has served as a tool of rational thinking and to develop ego/I, but needs to be changed into a new form in order to find a healthy way to relate to the spirituality. For that purpose, it focuses on the notion of language of R. Steiner, an Austrian philosopher known as a founder of Waldorf education, who brings together in his philosophy seemingly conflicting elements, thinking and spirituality. The presentation explores the following questions: what is unique about Steiner’s view on language; what is the aim of “speech formation”, the art of speech, which attaches importance on sound, rhythms, and the relationship with the body; what is the significance of articulating our feeling and thinking in words. The presentation will last for about 20 minutes and then will be open for discussion.
Holistic Afterschool Programming
University of South Florida St. Petersburg
Holistic afterschool program that encapsulates factors that include physical, social, emotional, experiential and self-esteem benefits for elementary age children from under-served areas and/or low socioeconomic backgrounds. "A holistic afterschool program focused on under-served demographics with children from some of the lowest performing schools in Florida. This program incorporates Mindfulness and Soccer, as well as other character values. The acronym of the Club is STARS - Soccer, Team-building, Attitude, Respect and Self-Awareness. Children take part in mindfulness and yoga sessions and are guided to help them use their emotional cognition for positive outcomes. We use the time with them to discuss ways for them to recognize and observe their feelings and emotions and then make positive actions going forward. Students have been discussing mediation to help them deal with others, external issues, as well as meditation to help them better know themselves, their inner being. The soccer component helps these students who may not participate in movement or physical activity outside of the school time and a number of them do not have opportunities to play organized sports. The program also has a social-emotional aspect to it. The program is coed and assists with the integration of gender roles and social behaviors. The students also get to wear their jerseys to school on Fridays. These students are well aware that this program is a reward for them, as they have to keep up their grades, maintain proper behavior and attendance, and show respect to their coaches, teammates and other students from different schools. Attendees will offer insight and ideas of how to grow this program as well as ways they can bring it to their community."
Art as a Form of Self Reflection
Southern Oregon University
"Art has always been a medium in which life and development are examined. In this session I will discuss how my senior Elementary Education students explored and reflected on their life journeys through different art mediums.""School threatens to extinguish the interest and curiosity that the child had discovered outside its walls," (Csikszentmihalyi). Sir Ken Robinson in his acclaimed TED Talk spoke about how schools kill creativity and that in an ever-changing world it’s essential teachers prepare students with the necessary skills and dispositions for a future that is unpredictable. This session will explore how I incorporated the exploration of life through the lens of art to increase students’ awareness of how art represents their journeys in their lives. We teach from who we are and it was my goal to have my students identify who they are at a deeper level through exploring the art they most identified with in their daily lives. During the first quarter, students spent 8 weeks reflecting on how the art they interacted with and valued told them something about their lives and who they are. The art they explored and reflected on was film, visual, music, culinary, clothing, movement, books, and poetry. I will discuss the challenges that arose integrating art in my course starting with the fact that I’m not an artist and haven’t studied it in depth. I’ll also explore why I made the choice to have students start to study more challenging works of art because, "Studying the most challenging works of art, literature, and philosophy-'being forced every day to thing about the hardest things people have ever thought about' is the best training you can give yourself in how to talk and think," (Deresiewicz, 2014)."
SelfDesign Graduate Institute
David will introduce key concepts from his new book, Evolutionary Parenting, which describes how an holistic, human potential-focused style of parenting is likely to support the evolution of consciousness in the individual and the species.
Developing Educational Experiences That Prepare for Life
University of Applied Sciences
A framework of questions for Waldorf schools, teachers and teacher-trainers to develop educational experiences for children that will help them develop their humanity and contribute to development of society. "One hundred years ago Waldorf education was developed to provide children with learning experiences that would help them to unfold their human potential and their humanity to its fullness, in order to be able and willing to help create a sustainable world. While the educational practices of contemporary Waldorf schools in the Netherlands are generally highly valued (i.e. by students and government), these schools are reassessing their understanding of the purpose of education and the appropriate educational practices to ensure that these still meet the specific needs of children at this time, in this world. The research program Value(s) of Waldorf education has developed a framework to stimulate and facilitate this reassessment process. The framework brings together fundamental values, assumptions and practices of Waldorf education with contemporary theories of human development (e.g. self-determination theory) and discussions about the purpose of education (e.g. Gert Biesta). Over the course of two years a dialogue between educational (practitioner) researchers and educational practitioners unfolded about the implications of such a framework for everyday practices in school. The (preliminary) outcome of this dialogue is a set of questions for schools and individual educational professionals. With these questions they can explore in what way and to what extent the educational practices they create for children through choices regarding curriculum, didactics and pedagogics are conducive to their purpose of creating learning experiences that prepare children for life in the world as subjects of action and responsibility."
Supporting Students Experiencing Difficulties: Holistic Practices Within the IST Structure
The in-school team (IST) structure within Ontario public schools is an example of a holistic practice that aims to supports the whole child. "This study explores how the in-school team (IST) structure within Ontario public elementary schools brings professionals (teachers, administrators, psychologists, etc.) and families together to address the strengths, needs, and interests of the whole child. The IST is a holistic practice because it acts as the threshold between students receiving support in their learning, and students not receiving support. The in-school team is an agent of problem solving used to dialogue about how to support students experiencing difficulties. When effective, the IST is a space where people come together to explore how a student is doing at a particular time, and design an action plan of next steps to help the student make future gains. In this sense, the IST is a net formed to catch students from falling behind. When the IST is not effective, whereby the structure is fractured in some way, it is difficult for students to receive the support they need. The larger study that this work originates from is my doctoral dissertation. For this work, I interviewed five elementary school principals about their implementation of the IST structure within their schools. Using modified grounded theory and case study methods, my data showed that those ISTs working, knowingly or unknowingly, within a holistic and inclusive framework, saw students receive the necessary supports for their whole well-being. This includes, but is not limited to, students receiving academic, social, and emotional resources and tools to move them away from experiencing difficulties."
Unpacking the Experience of Stretching your Creativity
Madrone Trail Public Charter School
Ideally this session will directly follow the experiential workshop I have proposed on working with polarities with movement and color. As adult learners, we need to raise our experience into clear cognitive awareness, especially as we attempt to transfer our own learning into powerful teaching experiences for others. We will use several modes to reflect on the earlier experiential work such as dyads, brainstorming, arguments and counter arguments to both individualize and create community around the seven learning steps. The seven learning processes of perceiving, relating, assimilating, individualizing, practicing, growing faculties and creating something new will be the topic of discussion for this workshop. The earlier experiential workshop activated our kinesthetic, spatial, logical, musical, intrapersonal and non-verbal interpersonal intelligence. This session is a debriefing session of the experience that will activate our verbal intrapersonal and interpersonal intelligence to articulate an understanding of polarity as the stretcher of creativity. Working with Multiple Intelligences can lead to fuller, richer, deeper, wider, novel capacities of the teacher. The focus will be the teaching/learning polarities of the seven learning processes: Perceiving (the dynamic of percepts and concepts), Relating (the dynamic of self and world), Assimilating (the dynamic of outside and inside), Individualizing (the dynamic of objective and subjective), Practicing (the dynamic of before and after), Growing Faculties (the dynamic of differentiation and integration), and Creation of something new (the dynamic of involution and evolution).
Beyond Downloaded Routines: Using Core Reflection to Address Uncertainty
In this roundtable discussion, we explore what it means to use core reflection (a technique that draws on positive psychology) to address the uncertainties teacher candidates experience during student teaching. "Teacher practice is one fraught with uncertainty (Britzman, 2007; Forzani, 2014; Sinner, 2012), a reality for which pre-service teachers must be prepared (Floden & Buchm
Social & Emotional Healing Programs for Teachers in ROK
Presenter: Min-Young Song, Gyeonggi-do Peace Educational Training Institute (ROK)
Co-presenters: Lee, Dea-Hyung(Professor, Gyeongin National University of Education), Kim, Hyun-Mi(program coordinator/ Gyeonggi-do Peace Educational Training Institute)
The purpose of this discussion is to share “Healing Programs for teachers” operating under the Gyeonggi-do Peace Educational Training Institute in ROK. Also, we suggest the desirable model of “Social & Emotional Healing Programs for teachers” and instructional model for students. "We’re going to introduce the case studies of “Teachers’ Healing Programs” based-on meditation, yoga and interaction activities ect ,which operates under the Gyeonggi-do Peace Educational Training Institute in ROK since 2012. Also, we want to suggest the desirable model of “Social & Emotional Healing Programs for teachers”, which we aim to change the teachers’ training paradigm from skills to mindfulness-centered from government perspectives. We will prepare some videos about teachers’ training programs and the reflection letters as discussion materials. In addition, instructional models, lesson plans or teaching methodologies for different level of schools developed by trainees, will be sharing with participants to expand possibilities of conceptional wholeness in education."
Get Out! How Making Time Spent Outdoors Increases Learning in All Areas
John Muir Magnet School
This session will share with folks what the John Muir Magnet School is and ways to teach to the whole child. This will be an open sharing of Ashland's John Muir Magnet School with the hopes of inspiring others to to continue to strive for a more nature-based, student-centered approach to teaching and learning.
The Systems in Practice in a Value-Oriented Academic Schooling System: Inspiring Consciousness of Core Values in Learners in Primary and Secondary Schools at Roong Aroon School
Ms. Sakunee Boonyabancha, and Ms. Suw
Roong Aroon School
Core Values are identified in each subject and are placed as the objective of the learning to create deep and personal understanding within the learners. So they can see the meaning and interconnection between themselves, the subject and other areas of study. In this process, learners are able to grow academically and emotionally. "Roong Aroon School is a private not-for-profit organization under the patronage of Roong Aroon School Charity Foundation. It was set up and accredited in 1997. The school is composed of three independent departments. Mix Kindergarten (ages 4-6), the primary school (grades 1-6), and the secondary school (grades 7-12). It is called a Buddhist Approach School or a school of Holistic Education. After 20 years of Roong Aroon being established we have been able to identify core concepts in designing a Value-Oriented Academic Schooling System whereby values are identified in each subject. These integral values are placed as the objective of the learning, to create deep and personal understanding within the learners so that they can see the benefit and the interconnectedness between themselves, the subject, and other areas of study. In this process learners are able to grow academically and emotionally. The Value-Oriented Academic Schooling System is divided into three main practices: Curriculum and Environment design, Teacher Professional development, and Mindfulness Practices (Sati). These three practices are carried out both in-and outside the classroom through activities such as authentic problem-based projects, cooking, chores, and community service in a natural and green environment. The school heads and subject department heads serve as academic coaches and examples for the teachers to develop themselves through a system of kalayanamitr (Loving Kindness). This system includes ongoing teacher-monitoring, after action review (AAR), and reflection. Meditation and mindfulness practice strengthens a deeper level of reflection and an awareness of the core values. These dynamic working systems continually develop teachers and learners alike."
Lessons Learned; Reviewing and Developing Roong Aroon’s Buddhist Value-Oriented Principles of Holistic Education
Mrs. Sunisa Chuencharoensook
Roong Aroon School Foundation
Lessons learned; reviewing Roong Aroon School’s Buddhist value- oriented principles of holistic education and extending this confidence that this successful model can be applied in other Buddhist school settings and contexts. "Lessons Learned; Reviewing and Developing Roong Aroon’s Buddhist Value- Oriented Principles of Holistic Education. by Mrs. Sunisa Chuencharoensook, Director of Roong-Aroon School In commemorating its 20th
Teaching Mastery and Somatic Embodiment
"Master Teachers are not born; they are awakened. For it's the qualities of authenticity, integrity, courage, inspiration, and selfless service that distinguish Master Teachers and these qualities are available to everyone. When a teacher's values and actions are truly authentic and aligned with a purpose larger than themselves, their presence produces trust, engagement, and inspiration. The development and practice of this congruence is Somatic Embodiment. Participants in the Teaching Mastery and Somatic Embodiment workshop will learn both of the pragmatic skills of effective action and the skills of human interaction. It's in this balance that Teaching Mastery resides. Participants will learn Somatic (bodily & movement) practices to develop: The ability to quickly build and maintain trust. The ability to stay emotionally balanced in times of adversity and change. The ability to coordinate effectively with others. An understanding of what "triggers" you into automatic responses and the ability to pause and choose more effective responses. The ability to manage stress and overwhelm the capacity to resolve conflicts effectively."
Imagine a Place: Stories From Practice
Presenter: Micki M. Caskey & Jan Carpenter, Portland State University
Co-presenters: Jan Carpenter, Chair, Education Department, Marylhurst University; Amy Lutz, Instructor, George Fox University; Linda Samek, Chief Academic Officer, George Fox University; William Greene, Professor; Southern Oregon University; Younghee Kim, Professor, Southern Oregon University; Jay Casbon, Emeritus Professor, Oregon State University; Maureen Musser, Emerita Associate Professor, Willamette University
Participants will engage in deep reflection to uncover inspirational or meaningful stories from their practice. After listening to each other’s stories, we will capture moments from our stories in writing. In this interactive session, we will guide participants through a reflective activity—one of deep reflection—about their teaching or learning practice. First, we will ask participants to recall a time in their teaching (or learning) practice that (a) brought joy to themselves or others, (b) inspired them as teachers or learners, or (c) led to personal or professional meaning. During this reflection, we will prompt participants to consider how their memories connect to their core beliefs and identity. Second, we will provide space for participants to tell their stories to one another and to listen carefully to another’s story. When telling the story, our participants will become storytellers. When listening, we will participants to focus solely on the storyteller’s story and refrain from thinking about their own stories. In this way, each storyteller receives the gift of undivided attention from another. Third, we will encourage our participants to write an episode from their story—an episode that holds particular meaning or that may serve as a catalyst to write the full story when time permits. During this writing time, the storytellers become story writers. One goal of the session is supporting the shift storytelling to story writing so that participants may capture their own thinking and feelings in a story. By the end of the session, we hope to awaken or re-awaken participants’ passion for teaching. We also want them to continue sharing their stories—through storytelling and story writing—so that others may find inspiration in their practice.
Finding Our Voice Through Interactive Read-Alouds
Unified Voice-Works, LLC
Learn how to engage students more during storybook read-alouds through meaningful dialogue, rhythm and singing! Lessons will be modeled for you, with time to share your own creative ideas. "More and more research is showing the importance of interactive read-alouds as well as the benefits of oracy. This is an integral part of literacy, especially prior to other skills such as writing. In our dominant society of technology and fast paced life styles, reading to children in a way that allows for the flow of feelings and models thinking aloud can be rare. In addition to building communication and literacy skills, interactive read-alouds can provide children and adults opportunities to connect with each other in a more relaxed setting. What, more specifically, do I mean by "interactive read-alouds?" Discussion of characters' qualities and motives and comparing and contrasting them to our own. A high level of empathy and desire to understand characters' motives, whether they are they are portrayed as "good" or "bad", is modeled and encouraged. Another way to make stories interactive and engage students is to include a musical component. Many early to middle elementary storybooks are already in a rhythmic/rhyme pattern or contain repetitive phrases that can be sung or chanted. This choral "chiming in" can also provide a welcome release for students who have extra kinetic energy. During this interactive presentation, I will model at least two storybook lessons with the participants as "students" and also give an opportunity for participants to work in diads/triads to discuss their own lesson ideas with various books, which I will provide."
Middle School Rite of Passage Experience
Presenter: Shauna Sorce, M.Ed, Southern Oregon University
Co-presenter: Lindsey Helfrich, Waldorf Methods Teacher, Woodland Charter School, Murphy, OR
Through discussion and practice, we will explore the benefits and challenges of designing and implementing "initiation" and "rites of passage" experiences for middle school children. The Middle School Rite of Passage presentation is based on the experience of Lindsey Helfrich and Shauna Sorce in co-designing and implementing an 8-week right of passage experience for Mrs. Helfrich's middle school class, in which Ms. Sorce acted as guide and mentor. We will take our participants on a journey from the intellectual, emotional, and spiritual conception of this project through its completion and our reflection. Participants will experience a selection of the most powerful activities used in the initiation process as well as a brief encounter with the rite of passage experience itself. Before, during and after these activities, we will engage participants in exploring the rationale behind this project including the roots of initiation in indigenous culture and the implications of an absence of genuine initation and rite of passage experiences in western society. Our intention is to provoke deep thought and direct action. We hope participation in this session will inspire our participants and give them the tools to help bridge the generation gap, to strengthen families, and to prepare young people with the fortitude and self-knowledge to navigate the treacherous boundaries between childhood and adolescence, adolescence and adulthood.
Exploring the Spiritual Nature of Exceptionalities
In exploring literature featuring characters with exceptionalities, it appears that the natural and spiritual world is more accessible for these characters. Participants will explore these texts to gain a glimpse of this spiritual connection. "In the field of special education, much research focuses on deficit perspectives of "fixing" atypical students to be more "typical" or normative. Exceptional Students possess a broad range of abilities that c
Creating an Empathetic Classroom
Presenter: Jess A. Black, California State University San Bernardino
Co-presenter: Teresa Cadogan
This session is about the educational importance of caring and creating an empathetic learning environment in the classroom – thinking out of the box, embracing tranquility. Educators care! "This presentation will highlight the importance of modeling empathy and emotional self-regulation, not only for our students, but also for our colleagues and the community. If we don’t do it, who will? Focusing on the theory of happiness by Shawn Achor, the theory of emotional intelligence by Mayer and Salovey, the theory of self-regulation by Bandura, and the neuroscience of empathy (Jeremy Rifken; V.S. Ramachandran). This presentation will combine theatrical elements that portray the oppressed; role play and discussion will heighten the awareness of the emotional intelligence, in general, and the empathy, specifically, of teachers. The presenters represent a gamut of diversity--a white female doctoral student with both teaching and administrative experience in low-income urban schools and an African-American mother of two (her son has severe ADHD and her daughter has hated school since kindergarten.) She has been in a conventional married relationship and a same-sex interracial relationship. It has been a constant struggle finding recognition and support for her two children. Participants will contribute to, participate in, and evaluate short sketches to determine effective ways to respond to a variety of situations that include students and/or parents through empathy and emotional intelligence. They will have the opportunity to role play and discuss alternatives in small groups and share with the larger audience. We will take the participants through a journey of recognition, understanding, synthesis, and finally action to create a positive, warm, and empathic learning environment for all students. The session will be introduced by my doctoral professor Sam Crowell."
Mindfulness and Daily Meditation in Middle Years
Seven Oaks School Division
As a classroom teacher I have been meditating with middle-years students for almost 15 years. This workshop will explore my experience with mindfulness and meditation in the classroom, including several meditation techniques that can be used in the classroom. With a brief synthesis of the current research in the field of education, I will demonstrate how mindfulness, and a daily meditation practice, can be excellent tools for fostering students’ overall well-being, regardless of whether it is motivated for physical health, mental or emotional support, by a desire for spiritual growth, or to embrace a more holistic approach. I will share my story; my experiences, learning and growth as a teacher as I have meditated with my students, and its potential to support their learning, which I have explored through my Masters (2012) and PBDE (2016) studies. Including several meditations and an interactive format, I hope my presentation will provide both the information and encouragement to allow educators to begin meditating in their own classrooms.
Four Vital Phases of Stellar Learning
Become expert at identifying the signs indicating a shift in a child’s learning style, being able to modify your interactions with your student(s) and providing all they need to thrive. "In 2013 the U.S. Department of Education’s National Center for Education Statistics (NCES) released a report that approximately 1,770,000 students are homeschooled in the US—3.4% of the school-age population, an increase of 300,000 from the previous report made in 2007. It is clear that homeschooling is a growing movement in the US, but it does not necessarily follow that homeschooled children are receiving their education in a holistic learning environment. Holistic learning is not something that parents automatically understand because that is not the paradigm under which the majority of them have been schooled. Using statistics and anecdotal evidence, this presentation asserts that children thrive when certain elements of the optimal learning environment are in place, and this can be done as easily in the home as in more traditional settings. Particularly relevant to this discussion are the phases of learning. Human brain development is not a tidy process depicted by a gradually ascending line on a graph. It can be messy and sporadic and is better illustrated by a series of plateaus and spurts of growth. Once you understand the different phases that your student will likely experience, you will become proficient at identifying the signs that indicate a shift in your student's learning style, thus being able to modify your interactions with your student and always staying one step ahead of them--providing them with all they need to progress without losing momentum. "
Art and Storytelling: Gateways to Literacy for Young Children
Presenter: Rebecca Tree, Roots & Wings Community Preschool/SOU
Co-presenter: Younghee Kim PhD/SOU
This session will explore art and storytelling as essential gateways to literacy development in young children. Each component has its own unique qualities and appropriate approaches. We will explore the stages of making marks as well as various storytelling methods including paper folding, chants, and finger-plays. This session is in two parts so is 2 hours. This presentation will include a Power Point, hands-on activities, and group work. Participants will explore 'making and tinkering' using open ended materials, and examine the various stages of children's marks from basic scribbles, mandalas to conventional print. We will examine story telling as a vital form of orality that expands children's understanding of self and others, life events. Participants will understand language development and the impact of words in our lives. We will attach hands on activities to stories such as paper folding stories and bring back essential pieces such as finger plays, chants, rhythm and beat.
Life Skills That Prepare Students For Well-Being and Success
Education for Life International
Academics are not enough. Learn how to help students develop practical, enduring life skills. Topics will include: Cultivating Courage, Choosing Happiness, Working with Others, Living Truth and several more. "Educators are increasingly aware that teaching academics alone does not prepare students adequately for participation in a diverse and ever-changing world. Students also need the skills necessary to help them work with others, make good choices and understand how their attitudes and behaviors affect their present and future success and happiness. The key to this class is the use of Life Skills Action Charts, a tool developed in 2015 by Education for Life International. Highlights of the session include: Exploring in depth such life skills as: Developing Concentration, Sharpening Your Mind, Living Truth, Making Friends, Practicing Peace and Forming Healthy Habits, Taking an interest/willingness inventory of life skills that can be used with students, Learning to present each of these topics in an engaging way through the use of appropriate introductory activities, Reviewing six exercises for each life skill that students can use to develop understanding and expertise in that topic, Supporting student efforts in learning the skills through the use of Action Charts, Learning techniques for leading student discussions on their progress in the life skills, Gaining a greater understanding of experiential ways to teach life skills and relate them to academic subjects, finding creative ways for adapting the materials to their own students."
Reclaiming Teacher Wellness: Embodying the Sacred Feminine and Masculine
University of Toronto (former MA student)
Create healing from teaching stress by accessing the archetypes of the sacred feminine and masculine; bring awakening to our beliefs, thoughts and inner-selves to reclaim conscious wellness. "The sacred feminine and masculine archetypes are energies of the awakened and conscious way of being where we retrieve the values of the wild soul and its wisdom of being nourished from ground of the scared inner landscape. Accessing these sacred archetypes frees us from the restrictive conditioning of socialised responses that lock us into conditioned patterns of stressful actions, thoughts and beliefs that we embody in our work/teaching lives. When we are feeling burned out with compassion fatigue we know that the energies of these archetypes have been stifled. The workshop aims to re-awaken awareness to these sacred energies, free them and begin to integrate them into our lives so we can teach from a healthier inner-space to have a more satisfying work life. In this reflective workshop we will experience:
-Understanding the difference between conditioned responses and the profiles of the sacred feminine and masculine archetypes
-Re-awakening ancient knowledge of these archetypes with guided meditations on visual images.
-Reflecting on the healing use of the 4 elements in daily life
– In and out of the teaching environment
– To nourish our sacred inner landscape.
-Assessing of where our soul energy leaks and how to reclaim that lost core-soul energy so we can have more vitality.
-Learning to ch
-A Guided visualization on meeting your own inner sacred wild soul.
-How to use intuition to stay aligned with the sacred archetypes at work. "
The Way of The Classroom: Aikido as Embodied Contemplative EducationMichael Gordon, M.Sc.
Contemplative education approaches pedagogical spaces as an already living ecology of human beings. Something is already happening by way of emotional, psychological and somatic registers for those present whom carry forth life narratives, daily psychosocial struggles, aspirational intention and the interpersonal dynamics of the group.
Contemplative practice as insight into one’s moment-to-moment experience serves not only emotional regulation in the classroom, but towards seeing into the transitory nature of one’s thoughts, feelings and bodily sensations, in relation to their perception (or even, psychological projection) of--and engagement with--the world. Yet how do we work with these inner registers to remediate our own reflexivity and reactiveness? Beyond contemplative awareness, how do we move towards transformation of our ways of being and doing?
This session introduces the Japanese defensive art of Aikido as conflict resolution training. By incrementally reworking our inner reactivity, Aikido teaches us to diffuse the verbal, physical or energetic ‘attack’ of an opponent through calm, fluid timing and the budo spirit of ‘loving protection.’ Working with principles of mind and body coordination, partners ‘test’ one another for balance, and gain in-situ awareness of how the ‘body is the shadow of the mind’ by contrasting innate tension and subconscious reaction with calm, natural stability. Without entering or enduring years of advanced aikido training, one can immediately develop an ‘embodied habitus’ of non-dissention. As a kind of ‘moving meditation,’ Ki Aikido serves as transformative and restorative for both educator, students, and towards harmonized relationships with life in totality.
A Framework For Integrating a Spiritual Perspective in Secular Education
Robert (Bob) London
California State University, San Bernardino
"This session explores a framework combining work that identified: eight assumptions underlying a spiritual perspective in education, and thirty-eight statements judged to be consistent with a spiritual perspective in education. " "This session concerns two questions, “What does it mean to teach in a way consistent with a spiritual perspective?” and “Are there principles and guidelines for teaching consistent with a variety of spiritual traditions and perspectives as well as with a holistic philosophy?” This session summarizes efforts to address these questions begun in 1998, and describes a tentative framework for better understanding what it means to integrate a spiritual perspective in the process of secular education. The framework consists primarily of two components: (1) Eight assumptions underlying a spiritual perspective in education, and (2) thirty-eight statements judged through a research process to be consistent with a spiritual perspective in education, as well as an attempt to integrate the two components by describing how the 38 statements clarify the eight assumptions by suggesting a comprehensive framework to explore how to integrate a spiritual perspective in the process of education. Specifically, the session attempts to provide guidance to educators attempting to integrate a spiritual perspective in their teaching in a significant and meaningful way appropriate for a secular education, including curriculum development, teacher/student relationships, and nourishing the inner life of the student and the teacher. The session will include experiential activities to clarify some of the concepts, as well as a small group activity that hopefully helps us deepen our understanding of the framework."
Building Trust and Play Into the Middle School Classroom
John Muir Magnet School
This session will share community building games and activities to help students break down walls and open up to classmates, thus spilling over to class cohesion and student success. How do we get middle school students to share their work? How do we build in opportunities to encourage participation from all? How do we help our students shine in areas other than academics? This session will be a sharing of community building games and activities to help students break down walls and build trust amongst classmates.
Teaching and Learning Like a Poet
Poetry’s emotional language and imagery offers a successful English-as-a-Second-Language teaching and learning tool. Bypassing the traditional focus on grammar, vocabulary, and pronunciation, a holistic and poetic approach can transcend barriers. "Participants in this session will have an opportunity to go through what the presenter’s English-as-a-Second-Language students experienced when they highlighted tone and feeling during experimental in-class poetry presentations that were on the spot free translations from English into their various first languages. While classmates did not understand the individual words in the different languages that were being used, they looked for emotional content that was suggested through facial and vocal expression, as well as body language. Instead of approaching the poetry primarily as a language exercise, the purpose of the expressive read-throughs was to explore to what extent presenters and listeners were able to convey and take in the poems’ beauty and depth of emotion. Because language students traditionally are told to work on grammar, vocabulary, and pronunciation regardless of the type of text with which they are confronted, students often are inhibited and unsure when they use a foreign, or second language. This can lead to an inability to experience poetry as a work of art that inspires, unleashes emotions, or allows the imagination to roam free. In order to be motivated and to keep on learning, English-as-a-Second Language students need to think of themselves as capable, whole human beings, who have the ability to feel a range of emotions in response to a poet’s language. This activity will show participants how to reclaim the poetic experience and how to use poetry as a reminder of a student’s potential and wholeness as a person, irrespective of English language competency."
The Hero's Journey: The Holistic Teacher's Professional and Personal Challenge
"Holistic teachers seek the way to, and through, our students' hearts. To do this we must open our own hearts and cultivate our best self. This is our Hero's Journey. This is an action oriented program focused on supporting your development as a Holistic teacher. Holistic teaching is rooted in both the mind and the heart (the spirit), and to master it we are called to walk the challenging path of self-reflection, self-discovery and practice. It's a Hero's Journey that take perseverance and courage to travel for our classroom is a crucible where our values and beliefs, the essence of who we are, is put to the test on a daily basis. In this sense holistic teaching blurs the line between the personal, spiritual, and the professional. Our Hero's Journey will undoubtedly bring us to new personal and professional thresholds. We'll feel uncomfortable as we travel new and unfamiliar terrain, and there will be times when we want to turn back. But it's our commitment to cultivating our best 'self' in order to better serve our students, and our commitment to our larger purpose and calling, that keeps us moving forward. This session will include practices: For self-relflection and self-discovery. Centering and re-centering when triggered. Identifying and cultivating our gifts and the gifts of our students. Identifying conditioned tendencies and habits that hinder our effectiveness. Building resilience and compassion."
"The Connection Practice" for Educators
Rasur Foundation Japan
This session demonstrates how educators can use feelings and needs to give empathy to ourselves and others in order to use the Connection Practice in their educational practices. The Connection Practice, taught in the United Nations-mandated University for Peace's graduate courses, Costa Rica has been introduced to 1500 teachers and 10,000 elementary school students there. There are many researches with positive outcomes in Costa Rica and the Connection Practice has been also introduced to USA and Japan. I will first describe what the Connection Practice is and how it has been applied in the field of education. Then the presentation will focus on what educators in Japan had learned from the Connection Practice workshops and how they applied their learning into their own educational practices. Participants then will have an opportunity to experience the Connection Practice. They will be guided to identify their feelings and needs in their chosen situations in order to give empathy to themselves as well as others. They will also learn how to use the technique of the quick coherence from the HeartMath Institute to gain their heart-brain insight. Participants will then share their own experiences from these exercises and discuss how this new social/emotional learning skill can be used in our own educational practices.
Humanizing the Institution; Encouraging Student Leadership & Engagement Through Business Education
Toronto District School Board
"How might teachers serve as both effective custodians and inspiring partners? Strategies and practices that foster student-powered learning in conventional classrooms while also supporting teachers to address their administrative responsibilities." "This workshop models the first day of class, and engages participants to consider how teachers shape the culture of their classrooms, what opportunities exist to shift that culture (while still performing our teacher ‘jobs’), and what role Business education might serve in facilitating that shift. The models and frameworks introduced in this session are applicable to any classroom environment, and ultimately serve to transition classroom cultures from one of compliance, where teacher-student relationships are that of guardian and ward, towards a culture of trust and collaboration, where teacher-student relationships are that of partner and mentor. And in a m
Movement and Color Polarities to Stretch Your Creativity
Madrone Trail Public Charter School
Participants will be working with movement patterns and color palettes to experience space as inner and outer, personal and universal, subjective and objective. Working imaginatively with pastels to explore inner experiences of color as transformation will be tied to the learning processes of perceiving, relating, assimilating, individualizing, practicing, growing facilities and creating something. After a six minute introduction, and followed by a six minute wrap up, the remainder of the session will be divided into seven parts of six minutes each- two minutes of each section will be moving forms demonstrated by the instructor that are easy to follow, followed by four minutes of working with one or more pastel colors to interpret the form just moved. A handout will be given during the wrap up that correlates each of these forms and palettes with one of the seven learning processes used in Waldorf education.
Resonance as Knowing
Tobin Hart, Ph.D.
“Does that resonate?” Our common language betrays an important experience of knowing that has often been passed over and can be difficult to address in education. This shared conversation will track the phenomenon of deep empathic or resonant knowing characterized as extended, embodied, enacted, intuitive. Resonance serves as natural style of knowing that is an important if neglected complement to rationality. Together we will explore the phenomenon of resonance especially among those who experience it at the deep end. Complications, development, and varieties will be considered.
Knowing of this sort has been understood with terms like boundary thinness, transliminality, transcendental empathy, and explained with theories involving, for example, mirror neurons, limbic resonance, emotional contagion, etc. The experience opens consideration of broader concepts such as quantum entanglement, morphic fields, interbeing, and the noosphere that provide conceptual infrastructure to a transpersonal and holistic way of knowing. This describes an epistemic process that is not so much individually generated but instead both field-based and involving a kind of knowledge by presence. As such it challenges some fundamental assumptions about the limits of knower, knowing, and knowledge and therefore how education might proceed.
Beyond the utility for these knowers and those working with them, implications are considered for greater resonant knowing in general, helping one move from seeing the world as a collection of objects to experiencing it as a communion of subjects.
A Teacher's Guide to Engaging with Core Reflection in the Classroom and Beyond
Eastman School of Music, University of Rochester
Core Reflection is an approach to developing the human potential in teaching and learning. It allows people to connect with their strengths and core qualities to help aid conflict, engage with others, and ease frustrations of internal or external origin. Using my experience as a music teacher in Rochester, NY, I will introduce the framework of Core Reflection, discuss the basics of using this reflective strategy with your students of all ages (actively and passively), provide evidence of student and teacher reactions to Core Reflection, and give advice on how to implement this in your everyday teacher life. Come reflect on your strengths and engage with your intuition while we explore and learn together! "Core reflection is an approach to developing the human potential in teaching and learning. It allows people to connect with their strengths and core qualities to help aid conflict, engage with others, and ease frustrations. I am a music teacher in Rochester, NY, and teach children of many different ages. I have been using core reflection in my professional and personal life since the last Holistic Teaching and Learning Conference here at Southern Oregon University in September 2014. I have provided four “Introduction to Core Reflection” workshops in and around the Rochester area, presented the material at various music educator and holistic education conferences around the country, and completed a study focusing on teachers using core reflection in the classroom. In this experiential/interactive session, I will begin by introducing the framework of core reflection, outlining the key ingredients, and describing its power in the classroom. I will discuss how and why to use this reflective strategy with your students and the differences of using it actively or passively. I will provide stories and photo/video evidence of my use of core reflection with students. I will encourage the session participants to practice core reflection with each other and, in partners or small groups, we will explore different scenarios in which core reflection can be used with students, colleagues and peers. I will provide the participants with handouts and ID reminder cards to help them continue their exploration of core reflection in their daily personal and professional lives."
Student Perspectives on School-Based Wellness
New Village Girls Academy
New Village Girls Academy students will discuss the power of school-based wellness in a community of high poverty. Descriptions of our program supporting the social, emotional, and physical well-being of our high school students, many of whom have experienced significant trauma, will be contextualized in the stories of our students. This session will celebrate the power of student voice and one way schools can partner with students in developing resilience. "New Village Girls Academy serves young women achieve self-identified goals in the context of current and experienced life challenges. Students in our community live in conditions of abject urban poverty. Among our student population are pregnant and parenting teens, wards of the state, young women of color, recent immigrants and refugees, and many who have experienced significant life trauma at a young age. Despite the statistics predicting a myriad of negative life outcomes for our students, visitors to our school often remark on the familial and peaceful feel of our community. Our students graduate with options.
Project Morning Boost
Oak Grove Elementary
My session focus is on how our school responded to the ACE STUDY and became further trauma-informed in our practices by providing a MORNING BOOST PROGRAM with a focus on mindfulness, yoga and increasing adult bonds with our students resulting in increased attendance and declining referrals. Our school has placed emphasis on responding to the ACE STUDY and becoming further trauma-informed in our practices. Our goal has been to take our MIND FULL students who live in crisis and make them more mindful and ready to learn. We began a morning boost program before school that offers yoga, cognitive engagement and increased opportunities to build stronger bonds with adults. As a result of our efforts, our referrals have decreased and our attendance has increased. Brain YOGA and Community Circles extend the philosophy of MORNING BOOST and is used throughout our school day as well as various breathing exercises that promote learning readiness. We are very proud of our results and would love to spread the word on how these practices have positively impacted our school culture, climate and educational environment.
To Be Whole is to Heal: Education as Contemplative Inner & Intersubjective Work
Presenter: Heesoon Bai, Ph.D.
Co-presenter: Avraham Cohen, Ph.D.
The English word heal comes from Old English, hælan, with the etymological meaning of “to make whole.” The word “therapy” comes from the Greek therapeia, meaning “healing.” In our session we connect “healing,” “making whole,” and education against the backdrop of deepening reality of brokenness in the current age of anthropocene. We propose that the institution of education adopt and enact a vision of education as a healing/growth project, and to this end, we practice holism.
For the theoretical supports for our proposal of education for healing, we enlist Iain McGilchrist’s work on the brain bi-laterialization. McGilchrist shows that the two brains have two distinctly different ways of paying attention to the world. The world experienced through the left-brain functionality is representational, reductionistic, discrete, and disembodied. It serves our need to manipulate, machinate, and control the world. In contrast, the world experienced through the right brain appears in whole, unbounded, immeasurable, interpenetrating, emergent, and embodied, which, intriguingly, describes the contemplative mode of being. Thus, it seems that holism and contemplation meet at home in the right brain.
Participants in this session will be introduced to modalities of inner and intersubjective contemplative work. As well, skillful work surrounding our psychological experience of brokenness within and without will also be introduced as content of inner work. It will be emphasized that holistic education can’t progress without our own engagement in personal healing and personal growth. Therapeutic dialogue and facilitated group discourse, in addition to classical sitting practices, will thread throughout the session.
Philip Snow Gang & Warren Moliken
Stay tuned for more updates!
What Children Have Taught Me About Holistic Education
Marni Binder, Ed.D.
School of Early Childhood Studies Ryerson University
This session will explore what we learn from listening to the voices of children through creating a collective collage of image and text of what it means to live aesthetically and spiritually in the world. "This interactive session explores the significance of listening to the voices of children. So often in the literature, these voices have been omitted or rarely acknowledged in the discourse of holistic teaching and learning. I will introduce the session with what I have learned from children about spirit and creativity over an extensive teaching career in the inner city and how these stories inform the university students I teach today. Teaching and learning experiences and inquiries have informed my arts-based education research and artistic practice, embodying a holistic pedagogy and philosophy. Participants will be asked to consider how their experiences with children have informed their personal and professional lives. Exploring how we situate our own inner child will also afford participants the space to step back in time to move forward with their lived experiences. As a group we will collaboratively co-create a collage of image and text that represents what it means to listen deeply to the voices of children. By “doing” and “being” together we are reminded what it means to live aesthetically and spiritually in the world."
Experiencing Space as Creative Emergence
Presenter: Sam Crowell, Earth Charter Center, University for Peace
Co-presenter: David Reid-Marr, Chair, Visual Arts, Idyllwild Arts Academy
This session will be an experiential exploration of the "space of emergence" - that contextual void of "radical contingency and response" where creativity is discovered and developed. Emergent space is an essential understanding in the authors' book "Emergent Teaching: A Path of Creativity, Significance, and Transformation." But what is this space? How do we, as teachers and students, occupy it? What happens in this space that transforms itself and emerges as creativity? In what ways can its multiple possibilities be processed, integrated, and consolidated? We want to explore these kinds of questions through sensory experience and the arts, and through engagement with a community of peers. Space is not empty; and it holds the key to creative emergence throughout the cosmos. If we are to move toward a more whole and creative education, we must struggle with the sense of flux and "inbetween-ness" (Woodward) that is experienced within emergent space. Our intent is to make the concept of emergent space more accessible to educators and to open up this idea to further development.
Teacher Identified Desired Outcomes, Commonalities in Pedagogical Strategies and Exploration of Issues of Diversity: Waldorf, Montessori & Homeschool
Presenter: Autumn Joy Florêncio-Wain
Co-presenter: Meredith Shockley-Smith
Multiple case study into holistic educators’ perspectives on essential outcomes of holistic education & how desired outcomes are supported reveals commonalities across methodologies and challenges to experiential diversity.
Buscando el Sol
Wayne State Universiy, Detroit, MI
This presentation has a brief introduction on the benefits of Education for Sustainable Development (ESD) in grades K-12 in Puerto Rico followed by a 16 min video on the topic, with a Q&A at the end. "Buscando el Sol is a 16 minute documentary on the benefits of implementing Education for Sustainable Development ESD) in grades K-12 in Puerto Rico. The video shows that, in an age of accountability, it is necessary for children to learn critical thinking skills in order to understand their reality from their perspective and, at the same time, from within their own particular family, school, community, and environment. When innovative methods are used in schools, it creates an environment where children feel they are an integral part of their learning process and become self-motivated learners. Three Eco-schools were selected where ESD was being implemented in Puerto Rico: Centro Ninos en Accion Pk-K, Ninos Uniendo al Mundo PK-8, and Estancia Montessori 7th -12th; two schools were in rural areas of Caguas and one was in an urban setting in Trujillo, Puerto Rico. lnterviews were scheduled and conducted with directors, administrators, teachers, parents, and students. Two scholars in the area of Environmental Education were also interviewed. Casa Montessori del Centro Pk-K in Aibonito was not part of the Eco-schools Program however, implements the curriculum for sustainable living and Systemic Pedagogy to work with their students. For this reason it was included. Educators interviewed stressed the need to view the child as a whole within their own particular cultural, ecological, and familial reality in order to help the child become a critical, self-motivated learner, and an agent of change. This presentation has a 10 minute Q&A session at the end."
Self Inquiry Through the Ten Oxherding Pictures
Presenter:Yoshiharu Nakagawa, Doshisha University/Department of Education and Culture
Co-presenter: Sachiko Gomi, Assistant Professor, Western New Mexico University, School of Social Work
This session provides an overview of the Ten Oxherding Pictures in Zen. After exploring its themes of spiritual development, participants will be invited to experiential activities on the self inquiry. "This session provides an overview of the Ten Oxherding Pictures in Zen Buddhism. The Oxherding Pictures illustrate the process of spiritual development and search for enlightenment by using an allegorical depiction of an ox herder and ox. Several versions of the Oxhearding Pictures were created by various composers; however, the ones created by Kakuan Shion of the Rinzai Zen sect will be used in this session due to its popularity in the West and Japan. Each picture is accompanied by a short poem that describes the essence of the picture. The popularity of the Ten Oxhearding Pictures is also observed in many artistic forms. For example, Shubun’s paintings and Tokuriki Tomikichiro’s woodcut prints are prominent artistic forms of the Ten Oxherding Pictures. Participants will review copies of these works and walk through the journey of the Ten Oxherding Pictures together as they receive an explanation of the meaning of each picture. After the overview, participants are invited to experiential activities on the self inquiry in relation to the themes of spiritual development observed in the Ten Oxherding Pictures. Although the Ten Oxherding Pictures were created in the context of Zen, the participants of various backgrounds will be able to understand its themes due to its artistic and story form. The session organizers will facilitate a discussion on participants’ experiences from the activities and possible applications of the Oxherding Pictures in educational settings."
Eros and Education: Love's Role in Teaching and Learning
U of Toronto
This session will explore various conceptions of love (e.g. self love, compassion, love of learning, etc.) and their role in learning (Presentation about 30 minutes and then activities and discussion for 30 minutes). Ultimately, teaching can be viewed as an act of love. Teachers speak of love for their subject and how this love can inspire students. At the elementary level teachers talk about their love of children. Love is a multidimensional concept that has several different forms that can be actuialized in educational settings. This session explores different forms of love which include self-love, love of others, impartial love or compassion, love of learning, love of beauty, nonviolent action, presence and universal or cosmic love. These different forms are explored in relation to teaching and learning. Half of the session will be presenting these ideas and the second half will include activities and discussion.
Embodied Musical Improvisation through Dalcroze pedagogy
At the intersection of music, movement, and improvisation, teachers and students experience creative contemplation and flow, are fully present to the moment, and engage in both personal and communal artistic expression.
Meeting: The Conduit for Vulnerability and Hope
Presenter: Tom Peterson, University of West Georgia
Co-presenters: Mileigh Rabun - Undergruaduate EC Major
“All real living is meeting” said Martin Buber. This presentation describes a program that that brings together troubled youth and pre-service education majors to “meet” and inspires vulnerability and hope. "This presentation examines the meaning of “meeting” as a pedagogical construct that deepens learning and gives both teachers and learners renewed purpose. Martin Buber (58) says that all real living is “meeting” and looks at ways we can open ourselves to others in meaningful dialogue. “Meeting” begins with the lifelong process of self-discover and identity and is the lexis that brings both educators and students wholeness and life. To help us better understand this process of “meeting” we will examine a unique intervention program that embraces a humanistic and spiritual model that is transforming youth who come from high-risk settings and some of our pre-service education majors. This presentation examines areas in the challenging youth and college students that promote increased levels of safety, emotional stability, trust, vulnerability, self-awareness and a desire to fuel interest in learning. This presentation will reveal the impact of how youth and university undergraduate students participated in a program where they become vulnerable and very real through sharing the influences that have shaped their lives, also called COSMOS, and the impact this experience has had upon the youth’s lives. This presentation will present an opportunity for further exploration of how meeting and connectedness are a conduit to transforming all participants. Presentation will include an undergraduate student here at UWG who will share her COSMOS. This intimate presentation creates space for all attending to become vulnerable and share how they have experienced similar moments and how it has changes their learning environment."
A Brain Considerate Classroom
Laurel Pederson M.Ed.
Are you interested in creating hands on, project based, place based, inquiry, curiosity, passion, art, play
and student centered lessons? If so, then brain considerate classroom techniques and educational
neuroscience is the right focus for you. We will incorporate the research and courses offered at Harvard
University and John Hopkins University Mind Brain Education. We will learn how to integrate and apply
the current brain research to your style of teaching and grade level today! Learn about increasing
memory retention, and how to stop lecturing and get students into hands on, STEAM, project, problem,
and place based learning. You will have an opportunity to learn about the Anatomy & Physiology of
the brain, sensory nervous system which can tap into your students passion to reduce your workload,
increase attendance and decrease behaviors. We will look at how to connect current lessons to
students emotions and finally show you how to integrate math, peer teaching, reading, writing,
history, art, science, critical thinking, public speaking, and state standards into any topic or project you
choose. You will be filling 100% of your brain with new and exciting brain and mind educational
practices that you can use next day in your classroom.
The Human Dimension in Educational Environments
Presenter: Avraham Cohen, Ph.D.
Co-presenter: Jade Ho, Ph.D. Student
Qualitative research on holistic education philosophy and androgogy applied within a counselling Master's program will be presented. Results about inner work and community culture development were drawn from interviews with students and the educator/researcher.
Education represents a lost opportunity to facilitate the experience and practice of developing human, relational, and community culture development potential towards what Maslow (1993) referred to as "The Farther Reaches of Human Nature" and Mindell (1992, 2002) terms, Deep Democracy—a democracy of radical inclusiveness that views the most marginal in the society as having a message about a lacuna in the dominant culture. The 'human dimension' comes to school with every student and every educator. Failure to address this dimension compromises students' and educators' humanity, democratic citizenship development, and the ability to attend in class to curriculum content.
Children's Perception of Death
Knowing how children perceive death opens exciting vistas for Holistic Education and
parenting. Children are quite aware of death, though in different ways at different ages.
Society tends to treat death as bad, romanticizes and idolizes youth, and so ignores
opportunities to engage the subject in ways to bring forth optimal well-being. This
missed opportunity has negative ramifications for child, community, and society.
In this program, we will engage this topic from the perspective of the child varying in
ages from 6 through 19. This session features experiential exercises and dialogue.
Neither religion nor post-death beliefs will be our focus.
Our focus will include:
- A child’s view of death at each age of childhood – 6 through 19
- Curriculum design
- Modes of communication
- Dive into the central importance of relationship
The Forest Kindergarten Movement in South Korea as Part of Holistic Education
This session is related to environmental, ecological, and outdoor activities based on holistic education in South Korea.
Mindful Intervention in Special Education
My research study brings the benefits of holistic practices into the special education setting. We will be discussing the impact of mindfulness on students within a resource room.
The Evolution of Consciousness in Adult Life
Self Design Graduate Institute
What are the avenues for the promotion of the evolution of consciousness in adult life? Some theorists argue that for most part, the stage of consciousness that one reaches in one's mid-twenties remains static until one begins to experience death as a reality, in one's fifties or sixties. My own experience over the past five years in mentoring adults in the SelfDesign Graduate Institute's M.A. Program contradicts this claim. We will explore this question through conversation.