This pioneering work in teaching and transpersonal psychology explores the dynamics of collective consciousness in the classroom. Combining scientific research with personal accounts collected over thirty years, Christopher M. Bache examines the subtle influences that radiate invisibly around teachers as they work—unintended, cognitive resonances that spring up between teachers and students in the classroom. While these kinds of synchronistic connections are often overlooked by traditional academics, Bache demonstrates that they occur too frequently and are too pointed to be dismissed as mere coincidence. Drawing upon Rupert Sheldrake’s theory of morphic fields, Bache proposes that well-taught courses generate ‘learning fields’ around them, forms of collective consciousness that can trigger new insights and startling personal transformations. Moving beyond theory, this book is rich with student stories and offers practical, hands-on strategies for teachers who want to begin working with these learning fields to take their teaching to a more conscious level.
Inhoudsopgave
Foreword
Acknowledgments
Introduction
PART I . The Emergence of Fields of Consciousness
1. Resonance in the Classroom
2. Group Fields, Group Minds
3. The Science of Fields
PART II . Working with Fields of Consciousness
4. Working with Fields
5. Café Conversations
PART III. Teaching in a Living Universe
6. Waking Up in the Classroom
Student Stories
Introduction
7. Where We Begin
8. Healing through Writing
9. Spiritual Experiences
10. Conversion Experiences
11. Touched by Death
12. Personal Discoveries
Notes
Bibliography
Index
Over de auteur
Christopher M. Bache is Professor of Religious Studies at Youngstown State University and the author of
Dark Night, Early Dawn: Steps to a Deep Ecology of Mind, also published by SUNY Press.
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