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ERIC Number: ED491408
Record Type: Non-Journal
Publication Date: 2005-Mar
Pages: 257
Abstractor: Author
Reference Count: 90
ISBN: N/A
ISSN: N/A
Finding the Sage within: Teachers' Experiences Using Meditation and Movement Practices
King, Deborah Lynn
Online Submission
The premise of this dissertation is that humans are energetic beings whose lives are influenced by the "qi" energy that flows within and around them. An individual's qi energy can be increased or decreased according to how a person lives their life. The profession of teaching is all-consuming. Little time is provided to attend to the holistic self. To maintain strong qi, individuals must attend to the whole self, to their mind, body and spirit. Stress depletes a teacher's mind, body, and spirit of energy. To further complicate these matters, teachers are not aware of self-healing practices that are known to increase energy, decrease stress and tension, and balance the mind, body and spirit. This qualitative phenomenological study examined the professional and personal experiences of 7 rural and urban public school educators. These teachers were instructed in a variety of mind/body/spirit techniques and exercises for a total of six bi-weekly, 2.5 hour sessions. They learned self-healing techniques such as acupressure, deep breathing, visualization and practices such as meditation, intent, Tai Ji Quan, and Qi Gong. The educators included 20 minutes of meditation practice and 20 minutes of movement exercises in their daily routine for two months. Data was gathered from pre and post study interviews, field notes and participant journals. This study identified three domains of knowing that influenced this group of teachers' beliefs and values--Folkway, Formal and Multi-Dimensional Knowing. Mind/body/spirit practices helped this group of teachers become Multi-Dimensional Knowers and understand their emotional, contemplative, artistic/creative and spiritual selves more deeply. The study also found that the regular use of mind/body/spirit techniques and exercises provided teachers with the ability to transform destructive emotions into energy that was less destructive on the mind/body/spirit and to become more effective at managing stress in their lives. The following are appended: (1) Definition of Terms; (2) Certification of Expedited Review; (3) Letter to Study Participants; (4) Statement of Consent; (5) E-1, E-2, E-3 Study Questions; (6) F-1, F-2, F-3, F-4, F-5, F-6, F-7 Accupressure Points; (7) Exploring Your Energy Field; and (8) Breathing Exercises. (Contains 5 figures.) [Ph.D. Thesis, University of Vermont.]
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A