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Technology and the Global Citizen
HM 502........ 2 Units
This process class explores emerging web-based tools for collaborative teaching and learning. These may include weblogs, wikis, presentation software, and learning management systems. Emphasis is on the creative use of metaphor, mythology, and digital storytelling techniques within these environments.
Cultivating Inner Awareness
HM 530........ 2 Units
The re-emerging movement for envisioning the unity of all life calls for a reminder that our internal well-being extends to the rest of the world. John Muir, Rumi, Gandhi, and others provide inspiration in this process course for grasping the inseparability of all life. By considering inner development and meaning, students engage in active compassion for self and other. Myth, symbols, meditation, and other forms of self-reflection provide clues for navigating the inner paths, so as to passionately and meaningfully connect with the outer.
Inner Practice and Social Action
HM 540........ 2 Units
Attention is given to the reciprocal relationships between inner and outer psychic functions as students explore a variety of interpersonal and community building theories and practices, which could include conflict resolution methods, performance arts, dialogical rituals, and other collaborative strategies. Class presentations expand students’ repertoire for bringing soulful practices into social, community, and political relationships. Special emphasis is given in this process course to the importance of finding common ground and goal-setting in each relationship.
Practices of Collaboration and Reconciliation
HM 553........ 2 Units
Rooted in Gandhi’s Principles of Nonviolence and Nelson Mandela’s uncompromising struggles against inequality, dialogical reconciliation processes represent contemporary approaches to personal and group reconciliation. This process course reviews a variety of fundamental reconciliation procedures, such as Council and Appreciative Inquiry, and clarifies facilitator functions. Ultimately, students learn to create settings where participants speak from the heart, draw upon internal sources of knowing, and deepen self-esteem. Attention is given to excavating what is often left unsaid, resting in the shadows of one’s life.
Education for Ecological Stewardship
HM 610........ 2 Units
In order to create an essential, ethical core supporting sustainable management of finite natural resources, students address the processes and consequences of resource utilization. Current sustainable living projects are surveyed, including those related to resource conservation, permaculture, green design, gardening and landscaping, and community capacity. In this praxis course, students learn to create core curricula in environmentally responsible practices for various audiences, developing the capacity to train the trainers. There is an implicit acknowledgement that students will be a driving force in educating their communities about sustainable living, thereby supporting resource availability for future generations.
Leadership Skills for Social Justice
HM 611........ 2 Units
This praxis course examines historical and contemporary organizational group development. Attention in this praxis course is given to understanding the organization as a distinct entity with intra and inter-group dynamics rooted in unconscious processes, authority, gender, race, ethnicity, and generativity. Students investigate the balance between organizational personality and individual representation by leaders and supporters.
Economic Models for Sustainability
HM 612........ 2 Units
Quality of life as a result of relationships between profession, social status, and discretionary spending is explored. Attention in this praxis course is given to contemporary values placed on time and income-intensive investments with a concurrent inability to experience satiation. After reviewing some of consumerism’s deleterious effects on intrapersonal, interpersonal, and global relationships, strategies and skill sets for increasing nonmaterial avenues for fulfillment are reviewed. Microlending and cooperative economics, such as Local Exchange Trading Systems, provide examples of alternative approaches to traditional economic practices.
Spiritual Practices & Healing Arts
HM 613........ 2 Units
This praxis course surveys conventional, complementary, and alternative medical and healing systems, such as: Ayurveda, Traditional Chinese Medicine, Homeopathy, Naturopathy, Chiropractic, somatic and touch therapies and Native American and folk healing methods. Complex relationships among the spiritual, physical, emotional, political, environmental and cultural aspects of health and wellness are illuminated. Global, multi-cultural, and trans-historic views are contrasted with dominant, Western medical ideology to generate a more fluent understanding of how “alternative” methodologies can begin to inform mainstream science.
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