Holistic Educator Workshops  2011-2012

Fall 2011:

September 17, 2011 in Room 5-280: Solveiga Miezitis - "Transformational Narratives"

Transformational Narratives
You are invited to bring a photo, drawing and/or story about a transformational moment in time to share in small group discussions with co-participants in this interactional workshop on Transformational Narratives. The vicarious experience of hearing and sharing stories is emotionally evocative and energizing and can be healing for those who wish to share an adversity story. Solveiga is looking forward to the opportunity to facilitate a co-creative experience of change.

Solveiga Miezitis, Professor Emeritus, Dept. of Adult Education and Counseling Psychology
She started her career as a trainer of School Psychologists in the Dept. of Applied Psychology in 1966 and conducted research in Prevention and Intervention of Childhood Depression in the Schools. Her doctoral work and other research interests were related to Creativity. Solveiga has taught courses in Creativity and Wellness to over 500 students since 1997 when she moved to the Dept. of Adult Education and Counseling, where she has also taught courses in Narrative as a Vehicle for Personal Change, Leadership for Change, Personal Values and Organizational Change. She continues teaching on stipend this fall.

January 21, 2012 in Room 5-280:

Jack Miller introduces his new book - Transcendental Learning: The Educational Legacy of Alcott, Emerson, Fuller, Peabody and Thoreau. This book discusses the work of five figures associated with transcendentalism concerning their views on education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught at one time and held definite views about education. The book explores these conceptions with chapters on each of the five individuals and then focuses the main features of transcendental learning and its legacy today. A central thesis of the book is that transcendental learning is essentially holistic in nature and provides rich educational vision that is in many ways a tonic to today.ís factory likeapproach to schooling. In contrast to the narrow vision of education that is promoted by governments and the media, the Transcendentalists offer a redemptive vision of education.

John P. (Jack) Miller, Ph.D., is Professor in the Department of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education (OISE) at the University of Toronto and Head of OISEís Centre for Teacher Development. He has also been Visiting Professor at Shinwa Womenís University in Kobe, Japan, and at Rietsumeiken University in Kyoto, Japan. Professor Miller teaches courses in holistic education and spirituality in education. He has also led workshops and given keynote addresses on those topics at conferences around the world.  Notable among his many books, chapters, and journal articles are Holistic Learning and Spirituality in Education: Breaking New Ground (2005), Education and the Soul: Toward a Spiritual Curriculum (2000), The Contemplative Practitioner (1994), Holistic Learning: The Teacherís Guide to Integrated Studies (1990), The Holistic Curriculum (1988), The Compassionate Teacher (1981), and Humanizing the Classroom (1976). His writing has been translated into seven languages.

February 25, 2012: in Room 5-280:

Seeta Nyary - "How You Really Feel?" - How do you really feel? An Emotional Workshop
How true are you being to yourself? Do you hide some olds ghosts or act positive for itís own sake? Do you say (or do) the things you really need to say or do? Ultimately, we want to be true to our own divine natures. This workshop will give you an approach (personal or for use in the classroom) that acts as a tool to be and work with some of those lofty experiences, while cultivating your natural intelligence that can ultimately arouse your natural warmth and basic goodness. So donít conceal those unwanted emotions, tell us, and most importantly yourself, how you really feel!

Seeta Nyary: works and studies at OISE. She is a Holistic Learning Conference committee member. Her interest lies in understanding human relations including the relation to oneís self.

March 31, 2012: in Room 5-280:

Young-Yie Kim - "Compassion in Schools: Life Stories of Four Holistic Educators" - "As an educator with many yearsí teaching experience in the Ontario public school system, one of my great concerns is the heightening degree of violence in our schools today. I believe the root of violence lies in a disconnection between education of the mind and education of the heart. The purpose of my study was to investigate various ways of nourishing compassion in our schools through life stories of four holistic educators who nurture a connection of mind, body (heart), and spirit. At the workshop, I will discuss the findings from my research, after which we will have some hands-on activities related to compassion education, followed by a short discussion."

Young-Yie Kim - "I came to Canada in my twenties to become a Core French and later French Immersion teacher, equipped with a Masterís in French Linguistics and a Bachelorís in Education. Additionally, I am qualified to become a principal in both elementary and secondary panels and to teach Vocal Music. After teaching 29 years in Ontario public schools, I pursued my studies at OISE/UT where I recently obtained a PhD in the Department of Curriculum, Teaching, and Learning. My next research project is to find ways of bringing happiness into schools. On a personal note, I love reading, dancing, music, and yoga practice. I also enjoy Buddhist temple stays in South Korea."

Merlin Charles - "Linking theory and practice through teaching presence: the root of holistic education"
What is teaching presence and how can it be cultivated in the teaching-learning environment? An increasing number of educators at all levels are realizing the importance of this question. Yet, despite its importance in education, there has been little research on teaching presence. This workshop links theory and practice through the exploration of doctoral research findings.  Gain insight into teachersí and studentsí perceptions of teaching presence and how it can be cultivated to bring about balance, connectedness and inclusiveness in the classroom and beyond.

Merlin Charles is a doctoral candidate in the Department of Curriculum, Teaching and Learning at the Ontario Institute for Studies in Education (OISE), University of Toronto. As an active member of the student, teacher and parent community, Merlin is particularly interested in matters related to the promotion of social justice and change in education. Through her on-going involvement as a Teacher Education Program Assistant (TEPA) at OISE, as well as a community college instructor, Merlin combines holistic and communicative approaches to second language teaching and learning.

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