Mind body-spirit
The document discusses the relationship between the mind, body, and spirit and their connection to nature. It presents diagrams showing overlapping circles representing the mind, body, and spirit. Short passages discuss meditation, yoga, tai chi, and acupuncture as manifestations of the mind-spirit connection. Questions are raised about how reactions to this connection might echo out into nature, and whether experiences like near-death experiences could change one's receptiveness to mind-spirit practices like meditation. It also suggests experiential education activities could help with personal development in this area. Diagrams show the mind, body, and spirit situated within larger environmental systems from the planet down to the individual yard.
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Mind body-spirit
- 1. Mind-Body-Spirit in/of/with Nature
- 2. Olympiads or Triathletes Mind Body Meditation Pray Spirit Yoga Tai Chi Acupuncture
- 3. Mind Body Spirit
- 4. Mind Body Spirit
- 5. What if one is Grounded, seen Is this mostly here or in another as pragmatic; another circle stubborn choice? Acting Thinking (body) (mind) Intellectual frameworks are Being Ivory tower syndrome; smart, missing; flighty (spirit) disconnected =Sustainability convergence
- 6. MindSpirit+Body • If meditation is one manifestation of this for humans, then what type of reactions to this overlap echo out into the rings of the environ or nature. – Could the visceral negative reaction of mind-spirit work for some come from that lack of awareness in that space; would near-death experiences and time spent in that space change one’s receptiveness to mind-spirit behaviors like meditation? – What experiential education activities could help with this important piece of person development?
- 7. Planet Region Community Mind Body Spirit
- 8. Nation State/City Park Yard Mind Body Spirit
- 9. Quality Unsustainable Sustainable Quantity
- 10. Quality Unsustainable Sustainable Quantity
Editor's Notes
- Looking at the person’s impact on the larger scale. What examples or basic building blocks do we have to give to get people start to comprehend what this means. Or what parts of curriculum can be designed that support this process.
- These are fields, not demarked circles. The boundaries represent the likely areas of inclination.
- The mickey mouse syndrome.
- Looking at the person’s impact on the larger scale. What examples or basic building blocks do we have to give to get people start to comprehend what this means. Or what parts of curriculum can be designed that support this process.
- What happens when thinking is place in the various qvq and un/sbl quadrant system? When we add the layers of our space that we exist in, how does this change what educational tools we use to move them to the center? Do we want to move them to that space? Is that space really a space of better understanding?
- I love to ask the question that a PhD classmate would ask, what would the bees do? They seem so much more clever about these things than myself. They act out of pure instinct. The key to remember there though is “pure”. We are in my mind pure at any given moment when we choose to not choose but act from compassion and love first. Is it pure though if I have to add the love layer?