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Reawakening Your Love
of Learning During Strife (Holistic Teaching & Learning Conference 2024) |
Intended audience: Teachers, Post-Secondary Students, Spiritual Healers.
Instructor: John Bickart, Ph.D.
Prerequisites: none
Web Page: https://www.bickart.org/
Recommended Reading: The Next Version of You, Bickart's Just-in-Time Fables, 20 Opportunities to Transform Yourself While Teaching
Workshop Abstract:
Three interactive activities that reawaken your love of learning during strife. At this crucial time, both teachers and students need forgiveness, accolades, compassion, and understanding.
Workshop Proposal:
What do you do when something terrible happens? Do you think of taking care of yourself first? You should. Then, do you seek the students? That’s what they want. After trauma, we all seek predictable, kind environments – in each other’s company – and teachers are nothing less than pure gold, here. Both teachers and students need forgiveness, accolades, compassion, and understanding.
We all need voice. But relevant voice, informed voice is much more powerful in healing. Yes, this is a moment in history that has an urgent call for transformation. Many of us are experiencing serious conflicts. But nevertheless, if we can access the higher view and see that perhaps we are living through marvelous openings into spiritual growth for all humankind because of our difficulties, then perhaps we can:
Instructor: John Bickart, Ph.D.
Prerequisites: none
Web Page: https://www.bickart.org/
Recommended Reading: The Next Version of You, Bickart's Just-in-Time Fables, 20 Opportunities to Transform Yourself While Teaching
Workshop Abstract:
Three interactive activities that reawaken your love of learning during strife. At this crucial time, both teachers and students need forgiveness, accolades, compassion, and understanding.
Workshop Proposal:
What do you do when something terrible happens? Do you think of taking care of yourself first? You should. Then, do you seek the students? That’s what they want. After trauma, we all seek predictable, kind environments – in each other’s company – and teachers are nothing less than pure gold, here. Both teachers and students need forgiveness, accolades, compassion, and understanding.
We all need voice. But relevant voice, informed voice is much more powerful in healing. Yes, this is a moment in history that has an urgent call for transformation. Many of us are experiencing serious conflicts. But nevertheless, if we can access the higher view and see that perhaps we are living through marvelous openings into spiritual growth for all humankind because of our difficulties, then perhaps we can:
- Activity #1: Process and cope with Depression & Trauma by recovering childhood in adulthood.
- Activity #2: Reawaken Our Love of Learning by using our senses as a gateway to observation.
- Activity #3: Balance Our Believing Brain through vertical and horizontal brain wholeness integration exercises.
Bios for the Workshop:
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John likes to work in the background and let good ideas speak for themselves. He believes that children, and sometimes adults, know what they want and that they empower themselves when they listen to their hearts.
In the 80s and 90s, he consulted on adult education in the corporate world to Fortune 500 companies. He has taught every age group from pre-school to adult and every type of student from emotionally disturbed to gifted in public and private schools as well as state prisons. He has taught in Shanghai to Peewaukie - New York City to San Francisco. His recent books include: : 20 Opportunities to Transform Yourself While Teaching, Bickart's Just-in-Time Fables, The Next Version of You. |
Literature Review:
- - Science of Emotions (Keltner, 2009, 2023)
- Childhood & Spirituality (Hart, 2001, 2010, 2014a, 2014b; L. Miller, 2015; L. W. E. S. Miller, 2021)
- Left Brain Dominance (McGilchrist, 2009; Taylor, 2008)
- Mindfulness and Nondual Awareness (Chopra, 2021; Chopra, Ford, & Williamson, 2010; Lantieri, 2008; Palmer, 1993, 1998, 2004; Palmer, Zajonc, & Scribner, 2010)
- Emotional and Social Intelligence, Presence (Goleman & Boutsikaris, 2006; Goleman & Senge, 2007; Goleman & Whitener, 2005; Senge, 2000, 2008)
- Awareness and Mindsight (Siegel, 2010, 2018)
- Wisdom Teaching and Practical Exercises (Laozi, 2005/circa 500 BC)
- Belief (Dispenza, 2017; Dispenza & Boyce, 2016; Dispenza, Knight, & Encephalon, 2005; B. H. Lipton, 2005, 2006, 2014; B. H. Lipton, Bhaerman, S., 2009)
- Early Opposition to the Mechanical View of Humans (Dewey, 1910, 1916/2005)
- Historically Assumed Separateness (Kuhn, 2004)
- Reduced Importance of Childhood (Piaget, 1929/2007, 1950, 1959, 1965, 1973, 1976; Piaget & Inhelder, 1969; Piaget & Valsiner, 1927/2001)
- Excessive Testing (Darling-Hammond, 2010; González & Darling-Hammond, 1997; Gurwitz, Darling-Hammond, Pease, Education., & Corporation., 1981; Haggstrom, Darling-Hammond, Grissmer, & Center for the Study of the Teaching Profession (Rand Corporation), 1988; Koppich, Merseth, Darling-Hammond, American Association of Colleges for Teacher Education., & National Commission on Teaching & America's Future (U.S.), 2000; Millman & Darling-Hammond, 1990; Wise, Darling-Hammond, Berry, Profession., & Education, 1987; Wise, Darling-Hammond, & Klein, 1986; Zeichner et al., 2000)
- Education: Students-only, Community-centered, Right Answers, Restricted Resources, Not tests, Not algebra, Not control, Not norms, Brick & Mortar Schools, Integrated Disciplines, Inspirational Content (Dintersmith, 2018; Hart, 2001)
- 1800s Factory Model (Skinner, 1953; Thorndike, 1913/2010)
