Report from the Charter for Compassion Education Call September 9, 2014

Report from the Charter for Compassion Education Call September 9, 2014

teachyourchild
"Teach Your Child" by Cameroon artist, Angu Walters

Recording of Education Call: August, 2014:

General Information Notes


The information below came up during the Education call as either announcements or questions asked during the time spent in Break-Out Groups.  There was one question posed in one of the break-out groups that should be included here: How do we push back HARD to our governments--kids are going to school and learning compassion when outside of school they see the opposite. They see they have no future. They have to fight to survive (i.e.,Ferguson). 

Obviously there is no one answer for this concern, but we are hoping that our efforts to encourage compassionate city/community initiatives is a start--a path where people work on issues that are important to their communities, and hold themselves and their elected politicians to act ethically on behalf of the greater good and begin action plans that will address the needs of their community.

Information about the Charter for Compassionate Schools

In 2013 the Compassionate Action Network International (CAN) joined with No Bully to create a Charter for Compassionate Schools.  Many other thought leaders joined in writing the Charter for Compassionate Schools.  The Charter, rationale for the Charter and follow-up materials are located on our website.

 

Compassionate Education Reader on the Charter Website

The Education Compassion Reader is divided into topics that range in presentation from investigating compassion and other related skills (i.e., altruism,  empathy, forgiveness, gratitude, happiness, integrity, justice, kindness, mindfulness, resilience, self-compassion, and responsibility), and finding ways that they can be applied to education, to reading about some of the latest research on the science of compassion.

Of utmost importance for parents, as well as teachers, are articles that relate directly to raising a responsible child. Also, there are two sections that speak to new ideas and theories about education.  "Thinking about Education," provides background information and in most cases, video presentations on radical ("getting to the root") and transformational ideas for the classroom and beyond, from pre-school to graduate school, and within community-based settings. "Successful Education Models and Organizations" presents new approaches that are demonstrating some significant measure of success throughout the global community.

Agenda for the Education Conference Call

0:00      Welcome
0:05      Olivia McIvor
0:20      Questions and Answers
0:40      Group Break Out Sessions
1:05      Shared Session
1:15      Sarah Queblatin/Lesa Walker 
1:20      Announcements
1:30      Adjourn

Speaker Background Information 
Olivia McIvor is an international speaker, researcher and change agent dedicated
to  inspiring people to make conscious change. She is a best-selling author of three books and numerous personal and professional development tools, and a Compassion Advocate.  She consults and advises internationally, teaches university leadership, conducts leading edge research on values, generational trends, and has spoken to audiences around the globe. Olivia's third book, Turning Compassion Into Action: A Movement Towards Taking Responsibility, offers inspiration and practical advice on how we all can take responsibility to make a difference in the world, at work, in our families and in our communities. Learn how one Canadian school successfully used Olivia's book as a text.  Also, she serves as a Director at the Kindness Foundation in Canada: http://www.kindnessfoundation.com/about-kindness-foundation/.

Marilyn:  Today we are highlighting Olivia McIvor. The Charter has been working with her for about a year- on a compassion course and certification learning program. 

oliviaOlivia McIvor

Olivia:  My background is in business. The more I work with adults, the more I realize that I need to work with kids and students. There needs to be a longitudinal approach.  I like to use the phrase “from the playground to the boardroom.”  Kids grow up to adults with patterns of interaction.  In order to change issues in the workplace, we need to start with children.  I have worked for years in Human Resources. We don’t outgrow poor behaviors.  I have looked at research on compassion and optimism. Research shows that we typically have 6 parts negative to 1 part positive in our interactions.  We need 2.9 positives to counter 1 negative.  A good workplace functions with a 3 to 1 (positive/negative) ratio.  A positive team is a 5 to 1 ratio. 

So, if we follow teachers, faculty, students around, what ratio would we see?  When you look for these ratios in your daily life, it can be a life-changing experience.  We need to work consciously in young minds and hearts to instill compassionate behaviors.  Negative behavior patterns will not change naturally on their own.  If we improve social-emotional learning, we can improve behaviors.   I live in Vancouver, British Columbia, Canada.  In a community, there were problems with youth offenders.  The positive to negative ratio was used with these youth.  Police officers gave out “tickets” to youth for doing positive things.  The officers used 50,000 tickets.  By following the tenets of the 3 to 1 postive/negative ratio, the community decreased the youth offender rate 42%.  We know that it works.  I have used “kindness counts” at school and in the workplace.   We developed lesson plans for topics: kindness, gratitude, etc.  These were given to teachers to develop curricula. 

Schools seem to be taking on more and more the job of teaching children values and behavior.  The curricula and toolkit are being used to involve school kids are in a character- building program.  The focus is to use a positive approach to improve children’s understanding of positive words and actions. The toolkits are geared for social-emotional learning.  They can be used from Grades 4-7, currently, and are in the process of being developed for high schools.  They can be adapted to the learning outcomes for any school.  The toolkits are being piloted in Vancouver schools.  They perfectly align with the teachers’ learning outcomes.  

At the end of my book Turning Compassion Into Action: A Movement Towards Taking Responsibility, there is a contemplative guide with action items for each chapter.  This guide has been used with students in the past year.  As a result, the students have signed the Charter and the school has become a Compassionate School.

We cannot just work with youth.  We need to look at teachers, faculty, adults on campuses and how they are treating each other.  We need the full effect.

Questions/Answers

Savanah: Calling from Haiti.  Having a problem hearing the conference call.  Could not hear the speaker well.  

Sarah: Where can I access the research Olivia has done?  Is the pilot program just in process?  What research findings do you have?  Bullying in schools?  

Olivia: Yes, just starting the research with the “kindness toolkits.”  Will be looking at impacts over a school year.

Sarah: How can we be in the pilot?

Olivia: Just contact me and I will send the toolkit.  Will ask you to document simple markers of impact with teachers and students.   The toolkits are designed by teachers, for teachers.  Used 10 different curriculum designers in their development.  I can work with people who are interested.  

Marilyn: We will publish a report after the call with contact info.  If you  don’t want us to publish your email address, please let Marilyn know at This email address is being protected from spambots. You need JavaScript enabled to view it..

Sidney: Calling from Belgium.  As you work on institutional levels, you are working from the outside in.  Wondering if there are ways to get teachers and police officers to be compassionate for themselves?

Olivia:  Important not to work just with children.  Self-compassion is geared into all the lesson plans. Builds self-awareness, self-perspective, etc.

Linda: Calling from Massachusetts. Wants access to the curriculum.  Everything that Olivia said in the opening is very encouraging and inspiring.  Your holistic and complete view is wonderful.  Interested in her elementary and school product. Linda is a former curriculum specialist.  Diagnosed with terminal breast cancer.  Wants to be involved. Wants to bring to faith-based organizations.

Olivia: Toolkits for the workplace can be used in different environments.  Can be used for individuals and teams of people.  Very useful in faith-based organizations.  Her book has 50 stories of what compassion means to people.  4 things: sense of optimism, presence with ourselves, sense of belonging and community, a sense of calling in life and in work.  Compassion is such a broad topic that can take us into many different realms.

Jinx:  In Louisiana- needs copy of the toolkit to approach the School Board.  Do you have an introductory toolkit?

Olivia: Yes, there is a small teachers’ guide.  I can give a 1-page summary that can be posted with the newsletter. [See the PDF posted with this report]

Lisa Kline: In Connecticut.  She is a paraprofessional.  Works with a lot of special education children K-12.  Can I get the info as well or does it have to go through a teacher?

Olivia: You can definitely access the material.  Toolkits are interchangeable for ages and can be used in special education.

Brianna: She has heard discussion about making compassion education mandatory in schools.  What about working with teachers first before making it mandatory?  How do you feel about giving teachers this package as a mandatory tool?  Do you think it would work?  

Olivia: I think it would be contrary to the value of compassion.  In Vancouver schools it is not mandatory.  It is optional.  The teacher must be empowered to want to bring it into the classroom.   
Also, we cannot mandate it in the workplace.  It has to come from the heart of the teacher, faculty and staff.  It just takes 1 teacher to start.  She teaches Human Resources Management in college- can bring compassion into any kind of curriculum.  It has to brought in by the instructor.

Rick: He works in a large school system in Seattle.  Interested in how to integrate a compassionate curriculum.  What about rewards/tickets for students?  How do we approach school boards and teachers (at least in US) who are worried about testing, etc.?  

Olivia:  It has taken about a year to get it through the school board in Vancouver.  The curriculum should embrace the learning outcomes of the area and support those outcomes.  In British Columbia- we have the “erase” strategy to bullying.  Her curricula address this in a subtle fashion.  The schools have a social responsibility initiative.  Also, social-emotional learning in K-12 is a mandate.  So we need to integrate the compassion curricula into the core competencies.    Olivia teaches the positive-negative ratio to her college students.  They spend 1 week listening for the negative interactions in their daily life and record those a journal.  They spend the next week looking for the positive. Then, they report.  Then, they practice the positive-negative ratio in their lives.  The experience is life-altering for them when they actually slow down and listen.  Integrating compassion takes looking at your own curriculum and finding ways to weave in compassion.  It can be simple.  

Break-out Sessions

Marilyn:  Introduced the process for the break-out sessions and the questions.

Questions

  1. What is a crossroad you find yourself at right now regarding compassion and education generally?
  2. What are the possibilities you see in your work that can support a more compassionate approach with colleagues and students?

If your group is made up of primarily teachers, or you have ideas as someone interested in education:
  3. How/where could you add the values of kindness and compassion into your curriculum/learning outcomes?  What would you do differently in your teaching?

Popcorn Session

Frank: Thanks to the people who responded to the questions.  A lot of compassion is needed- self-compassion.  There is lots of pressure on teachers.  When faced with overload, we need to start with something simple.  Just put something into effect.  If you google, “OSPI and compassionate schools”- you will get the webpage that allows you to download a handbook on how to create compassionate schools “Compassionate Schools: the Heart of Learning and Teaching.”  The handbook is used in the state of Washington. Here is the link:  http://www.k12.wa.us/CompassionateSchools/

Linda: Liked Stephan’s work with the Golden Rule.  Question for Stephan- do you ever look at restitution (owning up to what compassion is missing) to help with reconciliation/forgiveness?

Stephan:  Yes.  If we can get the Golden Rule as part of awareness, then such experiences (e.g. restitution) will come from the practice of the Golden Rule.

Brianna:  She has a game that is flexible- min of 20 min.  It has a Montessori-like approach and allows flexibility and can be used/played over and over with new discoveries each time.  The game helps participants see the needs of the other participants.  The game is the “No Fault Zone”:  http://thenofaultzone.com/the_no-fault_zone.html.  Learning compassion does not always have to be a group process.

Carol:  Carol is a music teacher and will send a link to Marilyn about Carol Johnson, a composer/song-writer who creates music with a purpose:  http://www.caroljohnsonmusic.com/

Sarah Queblatin: Offered a short introduction to Kites for Peace: http://charterforcompassion.org/node/7791

Marilyn:  Introduced Sarah Queblatin.  She has a project:  “Kites for Peace”  from the Phillipines.  Incredible project.  

Sarah Queblatin:  Thank you for inviting me to the call.  “Kites for Peace” is a self-replicating activity/idea- inspired by kites flown by children of Gaza in 2011.  She wanted to do something simple, yet creative to give children a voice in violent circumstances.  It involves working with small groups/circles.  The simple action of kite-flying is a way of gathering people together- intergenerational.  People all over the world are participating.  The goal is to go beyond and break a world record by Nov 20, 2014 - Universal Children’s Day: http://www.un.org/en/events/childrenday/.  

Marilyn: you can find info about the project in the most recent Charter Education Newsletter.  There is a wonderful film about the 1st kite-flying.  It is a great way to celebrate Universal Children’s Day.

Lesa Walker: Compassion Games, Compassion Relays, “Compassion Today!” Mobile App [see information below]

Marilyn:  Introduced Lesa Walker (http://charterforcompassion.org/user/2078), a Charter volunteer, and asked her to share about key strategies to engage teachers, children, youth (and anyone) in the daily practice of compassion.

Lesa:  Shared about the Compassion  Games. For key info go to: http://www.compassiongames.org.  The Games are September 11-21.  There is also an alternate date for schools/teachers to participate in the Games from October 15-25.  She encourages everyone to join in this global celebration of compassion.  Lesa shared information about the Compassion Relays and the free “Compassion Today!” mobile app.   She provides key Info and teacher resources for these strategies in her article “What Every Teacher/Mentor/Parent Can Do to Teach the Daily Practice of “3D” Compassion (caring for others, self, and the Earth)”: http://charterforcompassion.org/node/7906 .
Wrap-Up

Marilyn:  Thank you to all the people who have contributed ideas for compassion in education.  You can go to the Charter for Compassion website and find the Compassionate Schools Initiative: http://charterforcompassion.org/education-book .  There are many resources there.

Andrew:  Invitation for people to go the Charter site and click on “Join”:  https://charterforcompassion.org/join?reset=1&id=6.  When you join, you get the Charter newsletter, updates from the Charter and also may contribute to the Charter financially.  Over 1300 people have now joined the Charter. Gratifying to see how people are responding. Thank you.

R E S O U R C E S    S H A R E D    B Y    P A R T I C I P A N T S

kindness foundation logoThe Kindness Foundation: http://www.kindnessfoundation.com/

Everyone deserves kindness; it is essential for us to thrive. Try some!

 

The Kindness Foundation’s Three Core Objectives
1. We will Inspire… people to commit intentional acts of kindness
2. We will Educate…the hearts and minds of individuals at home, at work and at school
3. We will Connect… individuals & groups through social media, events and personal and professional networks

Inspired by a vision of a kinder world
The origins of the Kindness Foundation began when co-founders Nadine Marshall and Brock Tully embarked upon a journey to make positive change in the world.Between 1998 and 2006 a multitude of “kind acts” campaigns were launched, each one focused on the extremely powerful rippling effect of kindness. The intention of these campaigns was to inspire others to do “kind-acts”, thereby creating a chain reaction of kindness to be felt around the world.During 2006 a new Board of Directors was established to guide the organization to the next progressive stage. Under the direction of the new board leadership the strategic goal of inspirational self-directed “Kindness Toolkits” were launched. The intention of the “Kindness Toolkits” is to inform, educate, and inspire kindness in schools and workplaces.

To this day the Kindness Foundation remains firmly committed to the values and visions held by our founders, and to the belief that “everyone deserves kindness; it is essential for us to thrive.”  [See the PDF attached to this report]

 

GRP2

http://goldenruleproject.org

We all know the Golden Rule, “Do unto others as you would have others do unto you.”
But, it doesn’t stop there. The idea of a great unifying theme of reciprocity and interconnectedness, such as the Golden Rule, has existed in a wide array of cultures for many-centuries.

The Golden Rule reflects not only considerations and kindness towards each other, but also regard for the laws of nature and the need for balance in our lives.

We began our project in November 2003 with the purpose of re-introducing this very important concept into people’s consciousness. Since its inception we have:

  • produced unique, one-of-a-kind broadsides featuring sixteen formulations of the Golden Rule and placed them into schools in our community.
  • worked with the Urban Crossroads Center and Senator Fred Fife (D) to introduce a Golden Rule resolution into the Utah Legislature to consider the Golden Rule as they enacted their duties.
  • created a packet of Story Starter Cards for use in the middle schools featuring mandala like drawings, golden rule related quotes and mini-biographies on those quoted.
  • commissioned a world-class magician to produce and perform a golden rule themed performance for an anti-bullying campaign at the middle school level.

Voices Compassionate Education, a program of the Charter: http://voiceseducation.org/

This is the fourth year that Voices has compiled a new edition of Words and Violence under the stewardshipof Barbara Kaufmann. The emphasis in this edition is on Mother Earth, and how resilient she has been in the wake of our endless "bullying." We've all heard stories of climate change, deforestation, global warming, pollution, and the misuse of our natural resources. This new edition helps concretize the planet's reality, and offers hope for a new beginning, providing ways to take our concern and move us to action.

"Who will save us now?" is our invitation to examine the problem of "Bullying the Planet" and to find the antidotes for becoming the solution. As we consider this poignant question we come face to face with a trilogy written by environmental journalist, Richard Schiffman. Schiffman introduces us to the "Five States of Environmental Grief," forces us to consider still another question, "Are the Oceans Failed States?" and concludes with exposing us to the issues of "Hunger, Food Security and the African Land Grab." In a second trilogy, this time written by Chicago Tribune columnist Robert Koehler, he unmasks his life mission and invites us to join him in undoing the mythology of violence. Walk Softly, speaks from the Indigenous voice and what marginalized peoples may have to teach us about balance and how to protect the context from which we live. He explains why We Can’t Afford to Lose Another Decade and why and offers a reasonable request in asking us to grow up and act In Partnership With Mother Earth.

Poet and author of Harlem Renaissance Encyclopedia, Aberjhani, contrasts the philosophy of shared community with guerilla decontextualization—the insidious and deliberate art of manipulation in order to discredit and nullify in Creative Flexibility and Annihilated Lives.

We enter a day-long healing chamber where we begin Awakening the Dreamer, a process of waking from the modern trance, healing the grief, and creating an environmentally sustainable, spiritually fulfilling and socially just world.

Artist and storyteller Carol Hiltner, who works with the Altai of Siberia guides us on a journey with those who have been pushed aside in favor of modern progress and with Maia Rose, we learn their story from the inside out in Mother Earth Cannot Be Bullied.

Barbara Kaufmann asks us to become aware of something that we repeatedly do every day and that may have completely escaped our attention which not only teaches children how to bully, but demonstrates it repeatedly in Teach Your Children Well. Then educator, author and admitted tree-hugger Kate Trnka takes us on a fanciful journey with her students as they explore the magic that awaits them in the forest as they communicate with trees and get to know them intimately in If These Trees Could Talk, Park I

Lesa Walker, M.D. leads us through some classroom exercises, antidotes and compassion games in Bullying the Planet: Is There an Antidote? Community Activist and Environmental Guru Karen Plamer shares ideas for organizing a community and teaching kids about eco-responsibility with her game “Let’s Save the Earth” as she finds out Can Educating Them to Be Stewards be Easy, Educational, Engaging and Fun?

We then discover HIStory’s mystery person: Someone Who Was Singing Earth’s Song Long Before It Was Fashionable To Become Her Voice.

What Every Teacher/Mentor/Parent Can Do to Teach the Daily Practice of “3D” Compassion (caring for others, self, and the Earth)

by Lesa R. Walker, MD, MPH

We need to act NOW and make a concerted effort to educate current and future generations in the life skills of awareness, critical thinking, and empathy, all of which build and strengthen our compassion. As with any skill (such as reading, speaking a language, playing a sport), the best way to hone our compassion skills is to make such training a priority (at home, work, school, etc.) and to practice daily. The practice must encompass the 3 dimensions of compassion: caring for others, self, and the Earth. One thing can be guaranteed. We grow stronger in what we practice. Strengthening “3D” compassion through daily practice at a personal level will change individual behaviors and generate a collective force, moving us closer to the global goals of peace, health, and environmental sustainability.  Read more.

MiEN Logo New 2015MINDFULNESS in Education Network: http://www.mindfuled.org/

The network was established in 2001 by a group of educators, students of Thich Nhat Hanh, Zen Master and peace activist nominated for the Nobel Peace Prize by Dr. Martin Luther King, Jr. Collectively we saw mindfulness as an antidote to the growing stress, conflict and confusion in educational settings as well as an invaluable gift to give students. The purpose of the network is to facilitate communication among all educators, parents, students and any others interested in promoting contemplative practice (mindfulness) in educational settings.

 

Members are invited to share ways in which they use mindfulness practice with students and teachers and how the practice enhances their role in educational settings. They also encouraged to raise areas of concern, towards which others might be able to suggest mindful approaches. Links provided to other mindfulness programs. (Suggested by Dave Ketter)

The Art of Integral Education: http://i-edu.org/

Young or old, each one of us has a spark within.  It’s a love for discovery.  A passionate enthusiasm for interacting with the world.  A delight in learning and a celebration in sharing.  This unquenchable curiosity defines the human experience. At its best, education fans these flames of curiosity. 

As teachers, we have a sacred charge to cultivate this natural love of learning. We model our own curiosity and nurture it in others. We celebrate discoveries.  We build sturdy hearths to nurture the spark of learning in our students.  We share our own enthusiasm for learning and kindle this drive in those around us.

Unfortunately, many current educational approaches fall far short of this ideal. The strict expectations of standardized testing and curriculum leave teachers and students more burnt out than lit up. We’re stressed and disheartened.  Educators with the very best intentions are often confused about how to infuse this love of learning in an environment that feels dry, regulated, and barren of passion.  All too often, the learning process feels more like a chore than a delight.

What if you reconnected with your own inner spark?  What if you knew how to support and strengthen it in your students—more of them, more of the time?  What if you could be more present to what’s arising, moment-to-moment, so you can cultivate this fire of cosmic delight?  What if your personal life and professional practice felt more aligned and passionate? (Suggested by Dave Ketter)

CompassionateSchoolsSMLogoCompassionate Schools: The Heart of Learning and Teaching: http://www.k12.wa.us/CompassionateSchools/

The Compassionate Schools Initiative within Learning and Teaching Support provides training, guidance, referral, and technical assistance to schools wishing to adopt a Compassionate Schools Infrastructure. Compassionate Schools benefit all students who attend but focus on students chronically exposed to stress and trauma in their lives. These schools create compassionate classrooms and foster compassionate attitudes of their school staff. The goal is to keep students engaged and learning by creating and supporting a healthy climate and culture within the school where all students can learn. It is not a program; it is a process and as such is not “one size fits all.” Each school and community will develop their own unique compassionate “personality.”

+ Ten principles of a Compassionate School

  1. Focus on culture and climate in the school and community.
  2. Train and support all staff regarding trauma and learning.
  3. Encourage and sustain open and regular communication for all.
  4. Develop a strengths based approach in working with students and peers.
  5. Ensure discipline policies are both compassionate and effective (Restorative Practices).
  6. Weave compassionate strategies into school improvement planning.
  7. Provide tiered support for all students based on what they need.
  8. Create flexible accommodations for diverse learners.
  9. Provide access, voice, and ownership for staff, students and community.
  10. Use data to:
    • Identify vulnerable students, and
    • Determine outcomes and strategies for continuous quality improvement.

For more information on the book and about the Compassionate Schools Initiative in Washington, contact Ron Hertel, (360) 725-4968, This email address is being protected from spambots. You need JavaScript enabled to view it..

compassionatelistening2The Compassionate Listening Project School Curriculum: http://www.compassionatelistening.org/

Award-winning seventh grade science teacher Fred Whittaker created the “Familiae Pacis” program at St. Francis, based on the Five Practices of Compassionate Listening. In this peace education program, students are given opportunities to express themselves as people of action as they develop, manage, and engage in local and global service projects.

In 2008, students from Familiae Pacis successfully petitioned the Kentucky State Legislature to make genocide education mandatory for all Kentucky students. Eighth grader Christine Haley said, regarding the petition: “I chose to speak about the Holocaust studies – not just a study of facts and dates, which are important – but I mainly focused on the lessons of tolerance, compassion and understanding that we all got from it. We learned that if we don’t teach the mistakes of our past, our generation and generations to come are doomed to repeat them.”

In addition, these students formed a Committee on Conscience to raise funds to create awareness and offer support for causes such as Darfur refugees and Hope Flowers School in Palestine. St. Francis is now well known for its peace education program, and has even hosted a Peace Summit to urge all students to work for peace.

To see the Familiae Pacis curriculum, please click here.

For more information about Familiae Pacis, please contact the founder, This email address is being protected from spambots. You need JavaScript enabled to view it.. (Suggested by Sarah Zale)

facing

http://www.facingthefuture.org

Facing the Future is an international leader whose mission is to create tools for educators that equip and motivate students to develop critical thinking skills, build global awareness, and engage in positive solutions for a sustainable future. We are a self-sustaining program of Western Washington University.

In a world where the lives of our neighbors next door are inextricably linked to those of our neighbors abroad, students need to understand the linkages between local and global issues, and how they can personally help to build positive local and global communities.

We empower teachers with the resources they need to ignite their students’ interest in complex global issues while helping them achieve academically. Our approach is positive and solutions-oriented, and our business model is systemic and leveraged: Facing the Future programming reaches hundreds of thousands of students each year at a cost of less than $2 per student. (Suggested by Briana Bennett)

donorschooseDonors Choose: DonorsChoose.org makes it easy to help classrooms in need. Public school teachers post classroom project requests which range from pencils for poetry to microscopes for mitochondria.

DonorsChoose.org is an online charity that makes it easy for anyone to help students in need. Public school teachers from every corner of America post classroom project requests on our site, and you can give any amount to the project that most inspires you.

When a project reaches its funding goal, we ship the materials to the school. You'll get photos of the project taking place, a letter from the teacher, and insight into how every dollar was spent. Give over $50 and you'll also receive hand-written thank-yous from the students. (Suggested by Briana Bennett)

A Message of Guided Self-Inquiry from Briana Bennett

Twelve simple questions focus one's attention directly on "how it feels to be you" in that moment and help one to re-experience the difficult-to-explain FELT EXPERIENCE of a Need; both how it feels when it is unmet, and when it is met.  This simple observation is very deep, and it's simpler and more impactful than storytelling (finger-pointing) therapies, because it's directly experiential. Above all, it's empowering for the person doing the self-inquiry: we are each the expert on our own experience, but help focusing is helpful.

As a teacher, I just could not find a successful way to help a particular little boy (too young, emotionally stuck, and mentally quick to talk it out or benefit from many other therapies/approaches) let go of his fear/anger/trauma regarding physical safety/how to meet new people/what is 'play'.  As a person greatly impacted by Enteleos myself, I adapted the self-inquiry process to something much shorter and more quick, fun, impactful, and meaningful *for classroom use.*  It was a HUGE success, changed the pattern for the best, deeply and well.  Also, I was amazed at what it taught me about the import and sophistication of young childrens' "scribbles" -- contact me for more on what I learned or how I did it that with a group of about 8 kids, ages 3-5. It benefited everyone, not only the one child I was motivated by.  Please reach out at This email address is being protected from spambots. You need JavaScript enabled to view it. - happy to connect.

I am writing very short stories of surprising ways I've "slowed down time" and turned in-the-moment bullying/conflicts among very young children into treasured memories for all involved... in surprising ways that empowered and enthralled each person.  I write from my own and sometimes from a child's perspective.  I would LOVE to know whether anyone in the world is at all interested in reading them. You know how hard it is to focus on doing something important when there's so much else to do.  Help me know whether there's any interest at all.  Please email This email address is being protected from spambots. You need JavaScript enabled to view it..

B O O K S

citizenvilleNewsome, Gavin. Citizenville: How to Take the Town Square Digital and Reinvent Government. (Penguin, 2014).

A rallying cry for revolutionizing democracy in the digital age, Citizenville reveals how ordinary Americans can reshape their government for the better. Gavin Newsom, the lieutenant governor of California, argues that today’s government is stuck in the last century while—in both the private sector and our personal lives—absolutely everything else has changed. Drawing on wide-ranging interviews with thinkers and politicians, Newsom shows how Americans can transform their government, taking matters into their own hands to dissolve political gridlock even as they produce tangible changes in the real world. Citizenville is a timely road map for restoring American prosperity and for reinventing citizenship in today’s networked age.

paymeSouldancer.  Pay Me What I'm Worth (Lulu, 2007).

How do you define worth? Money? Health? Love? Power? Property? Reputation? Respect? Time? Wisdom?

Pay Me What I'm Worth helps you discover answers to these questions with common-sense, FUN and unique exercises. Each easy exercise explores what you already have (and most likely forgotten) in different ways. No calculators, spreadsheets or number-crunching involved - EVER! We begin with a treasure hunt and end with knowing the true meaning of gratitude. Enjoy a healthier self-esteem. Rediscover yourself in ways you never dream of! As you learn and grow more aware of all your worth, you'll naturally attract what you're worth with ease and grace.

Pay Me What I'm Worth shows you how pay others what their worth as well! Discover how to honor everyone's worth ethically, easily and effortlessly. It's time to balance what we give with what we receive. As we receive more, we may give more! How? Read this book. Do the exercises. Discover the secret to giving and receiving MORE each and every day.

uandmeStewart, John. U & Me: Communicating in Moments That Matter (The Taos Institute Publications, 2014).

Handling political differences with family or friends; Simplified approach; Updated findings from brain research. Are you as happy as you you'd like to be? Feeling satisfied with your job? Getting along well with family members? Experiencing serenity, at least some of the time? Do you think your life situation is contributing to your longevity or pushing you toward an early grave? Nothing is more critical to the quality of our lives than our relationships, and nothing is more critical to our relationships than how we communicate. U&ME: Communicating in Moments that Matter shows how to improve the quality of your life by improving your everyday communicating. In the first 2 chapters, you'll learn the connection between effectively communicating and The Big Question, "What does it mean to be human?" You'll find a simple model that shows how to make your communicating as personal as possible. Then eight chapters show how to improve your texting, Skyping, meeting management, mentoring, your dating and parenting, your relationship with your spouse, your work projects, your contacts with people who identify with different cultures, and your spiritual and religious life. The concepts in U&ME are research-based, and the dozens of practical skills have been tested by hundreds of thousands of spouses, parents, students, managers, multiculturalists, teachers, and spiritual and religious practitioners.

 

About Us

  • charter brand transp blue mediumCharter for Compassion International provides an umbrella for people to engage in collaborative partnerships worldwide. Our mission is to bring to life the principles articulated in the Charter for Compassion through concrete, practical action in a myriad of sectors.

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