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Re-Imagining Embodiment And The Self In People With Traumatic Spinal Cord Injuries: A Narrative Approach, Namitha Kumar, Sangeetha Menon
Re-Imagining Embodiment And The Self In People With Traumatic Spinal Cord Injuries: A Narrative Approach, Namitha Kumar, Sangeetha Menon
International Journal of Transpersonal Studies
Traumatic spinal cord injuries from accidents cause physical and social suffering, pain and loss. After an initial period of physical and psychological trauma, the individual begins to cope and successfully crosses over. Crossing over as a term used in the spinal cord injury register refers to positive adaptation—physical, psychological and social. This paper is based on a qualitative narrative study of the lived experiences of individuals negotiating spinal cord injuries in the Indian context wherein the disability is no longer the location of inability, tragedy, pain, and loss, but one of creative possibilities. As individuals re-imagine embodiment and self, a …
Transcendence From Below: The Embodied Feminine Mysticism Of Marion Woodman, Lora L. Menter
Transcendence From Below: The Embodied Feminine Mysticism Of Marion Woodman, Lora L. Menter
International Journal of Transpersonal Studies
This article outlines the mystical path followed by Jungian analyst and author Marion Woodman. It unpacks the mystical aspects of Jungian psychology and uses Woodman’s life as a lens to view how the practice of mysticism can operate within alternative psycho-religious belief systems. Woodman deeply embraces mysticism as a transformative, feminist practice by focusing her work on healing the psycho-spiritual effects of patriarchy and the associated repression of women and the body. This paper also discusses how Woodman’s mystical revelations have begun to affect the epistemological foundation of Jungian psychology in a way that echoes the embodied and enactive perspective …
A Pedagogy Of Deep Listening In E-Learning, Laryea, Kerri
A Pedagogy Of Deep Listening In E-Learning, Laryea, Kerri
Journal of Conscious Evolution
This paper examines deep listening as a pedagogy in 21st century online education. The topic is situated in the intersubjectivity of computer-mediated communication in learning environments that foster transformative experiences. The transdisciplinary orientation of the paper includes the complex and overlapping lenses through which multiple ways of teaching, learning, and knowing are viewed and experienced in the context of fostering transformation in online education in a time of rapid growth in technological innovation, globalization, and significant environmental change. It transcends an individual disciplinary research and focus, bridging epistemologies to consider the felt sense of deep listening in the educator’s role.