RENEWING OURSELVES & OUR TEACHING: 2 retreat credits
NO. OF CREDITS:
2 QUARTER CREDITS
[semester equivalent = 1.33 credits]
|WA CLOCK HRS:
* Registration for this 2 credit course (400 or 500 level) is only available to educators
who have registered for:
ED466w, Renewing Ourselves and Our Teaching: A Retreat for Educators.
* Credit registrants do not also receive (20) hours for the retreat.
* For additional information regarding Renewing Ourselves Retreat, prerequisites,
credits, location and schedule, please click on the link below.
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
In place of a required text for this course, there will be reading from Mike Seymour article, and videos/reflections from Parker Palmer.
None. All reading is online.
None beyond retreat tuition.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mike Seymour, M.S., has been associated with K-12 education since 1990, most recently in his role as President and Co-Director of The Heritage Institute. Mike is also the founder and Director of a non-profit sponsored by The Heritage Institute, Youth for a New World, which engages youth in global issues and local solutions. Earlier Mike was a consultant and trainer to schools, school districts and Educational Service Districts on such diverse subjects as leadership, visioning and planning and at-risk students. Mike has been board member, Chairman of the Board and volunteer Executive Director of Community for Youth, a highly innovative and successful mentoring program for disadvantaged students in three of Seattle’s most low-performing high schools. Mike authored a text—Educating for Humanity: Rethinking the Purposes of Education—calling on a new vision for education, showing how important the stakes are today for an integral education realizing the interconnectedness of the world. Mike's Awakening Self blog speaks about the important historic shift humanity is going through in our times, and how awakening into a new consciousness is a global phenomenon.
As part of Mike's long-standing support of environmental causes, he attended in July 2013 a Climate Leaders training by the Climate Reality Project founded by former Senator and <span data-scayt-word=“Vice-Presodent” data-wsc-lang=“en_US”>Vice-Presodent</span> Al Gore. Mike is author of the course Climate Change for Teachers & Kids and offers climate change presentations in his home region.
Mike has a special interest in open, democratic forms of education that allow students to engage in real world issues. Mike has a B.S. in Comparative Literature from Columbia University and a M.S. in Marriage & Family Therapy from Seattle Pacific University.
RENEWING OURSELVES & OUR TEACHING: 2 retreat credits
Hillman, James. The Soul’s Code: In Search of Character and Calling. 1996. Random House, New York.
This truly groundbreaking work from eminent writer, archetypal psychologist and speaker James Hillman is the authoritative book about calling. Hillman refers to Plato’s notion of each person being born with a guiding spirit or essence which, when not realized, causes feelings of incompleteness. He covers many cases of notable people in the arts and politics to demonstrate the evidence for calling.
Kessler, Rachael. The Soul of Education: Helping Students Find Compassion, Connection & Character in School. 2000l ASCD, Alexandria, VA.
Palmer, Parker. Let Your Life Speak: Listening to the Voice of Vocation. 2000. Jossey-Bass, San Francisco.
An excellent and very easy read about how we are called and the ways in which we do and do not respond to that calling. He asks “Are we living the life that wants to live in us?
Palmer, Parker. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. 1998. Jossey-Bass. San Francisco.
A thorough grounding in Palmer’s core ideas of personal authenticity and how that is the essential foundation to good teaching. A must read for anyone interested in this subject.
Del Prete, Thomas. Being What we Are: thoms Merton’s Spirituality of Education. Nurturing our Wholeness: Perspectives on Spirituality in Education, John Miller ed. 2002. Foundation for Educational Renewal. Brandon, VT.
An excellent exposition on the philosophy of self of Trappist monk Thomas Merton, perhaps the pre-eminent Christian contemplative of our times. The author also explains Merton’s concept of education which can still speak to us in secular settings, even though he was working with other monks in a monastic setting.
Yoshida, Atsuhiko. Martin Buber: Education as Holistic Encounter and Dialogue. Nurturing our Wholeness: Perspectives on Spirituality in Education, John Miller ed. 2002. Foundation for Educational Renewal. Brandon, VT.
Buber was highly influential in both Jewish and Christian theology in the first half of the 1900’s, and his now famous idea of the “I-Thou” relationship sheds light on how the authentic self relates to other, an important theme for educators.