Transformative and Transformative and Informative learningInformative learning

June 2011June 2011

We kindly WELCOME We kindly WELCOME

Transformative and Informative learningTransformative and Informative learning

We Assimilate new in our close system of value, “box”, paradigm etc without changing our own self * …

We Accommodate new in our open system of value, paradigm by voluntary changing our own self *… *… according to new information, situation, experiences, insights etc

There are two different strategies of learning and adaptation There are two different strategies of learning and adaptation (Piaget), (Piaget), when we are receiving new knowledge,

experience, trainings, teachings, insights etc::

Informative Informative learning learning or Assimilationor Assimilation

Informative learning or Assimilation, or Informative learning or Assimilation, or Additive learning systems, are increase Additive learning systems, are increase

what we already know, adds to our what we already know, adds to our skills, extends already established skills, extends already established

capacities by bringing new knowledge capacities by bringing new knowledge to an existing worldview, frames, to an existing worldview, frames, “box”, reference, paradigm etc“box”, reference, paradigm etc

without changing our own self according to new information,

situation, experiences, insights etc

Informative Informative learning learning or Assimilationor AssimilationInformative Informative learning learning conceptions (Saljo 1979)conceptions (Saljo 1979)

1.1. Learning as a Learning as a quantitative increase in knowledgequantitative increase in knowledge. .

2.2. Learning is acquiring information or “knowing a Learning is acquiring information or “knowing a lot”  lot”  

3.3. Learning as Learning as memorizingmemorizing. Learning is storing . Learning is storing information that can be reproduced. information that can be reproduced. 

4.4. Learning as acquiring Learning as acquiring facts, skills and methods that facts, skills and methods that can be retained and usedcan be retained and used as necessary.  as necessary. 

5.5. Learning as Learning as making sense or abstracting meaningmaking sense or abstracting meaning. . Learning involves relating parts of the subject Learning involves relating parts of the subject matter to each other and to the real world. matter to each other and to the real world. 

6.6. Learning as Learning as interpreting and understanding reality in interpreting and understanding reality in a different waya different way. Learning involves comprehending . Learning involves comprehending the world by re-interpreting knowledge.the world by re-interpreting knowledge.

Transformative Transformative learninglearning or Accommodation or Accommodation “ “Transformative learning involves Transformative learning involves experiencing a experiencing a deep, structural shift in the basic premises of deep, structural shift in the basic premises of thought, feelings, and actions.thought, feelings, and actions. It is a shift of It is a shift of consciousness that dramatically and irreversibly consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift alters our way of being in the world. Such a shift involves our understanding of ourselves and our involves our understanding of ourselves and our self-locations; our relationships with other humans self-locations; our relationships with other humans and with the natural world; our understanding of and with the natural world; our understanding of relations of power in interlocking structures of relations of power in interlocking structures of class, race and gender; our body awarenesses, our class, race and gender; our body awarenesses, our visions of alternative approaches to living; and our visions of alternative approaches to living; and our sense of possibilities for social justice sense of possibilities for social justice and peace and personal joy." and peace and personal joy." O’Sullivan (2003)O’Sullivan (2003)

+ and – of two + and – of two learninglearning system system Informative Informative learning:learning:++ there are no any limitations there are no any limitations on participants numberson participants numbers++ not ask from speaker so not ask from speaker so much psychological and much psychological and therapeutically skills, specific therapeutically skills, specific personal character etcpersonal character etc

-- such kind of learning such kind of learning generally do no helpgenerally do no helplearners change our own self learners change our own self

Transformative Transformative learning:learning:-- there are strict limitations there are strict limitations on Listenerson Listeners numbersnumbers-- ask from speaker so much ask from speaker so much psychological and psychological and therapeutically skills, specific therapeutically skills, specific personal character etcpersonal character etc

++ such kind of learning such kind of learning generally can help a lot to generally can help a lot to learners change our own self learners change our own self

Learner

Resistance Factors in learningResistance Factors in learningTransformative learning:Transformative learning:Broader minded way of Broader minded way of

teaching, teaching, lessless pressure, pressure, moremore engorgement, support, engorgement, support,

practical training,practical training, space to pace to change, trainer by skilful means change, trainer by skilful means helping Learner to grow in our helping Learner to grow in our own realisations, insights and own realisations, insights and find our own path in depths of find our own path in depths of

heartheart

Informative learning:Informative learning:Authoritarian way of teaching, Authoritarian way of teaching,

more pressure, less more pressure, less engorgement, support, practical engorgement, support, practical training. Learners generally feel training. Learners generally feel a lot of pressure on him/her by a lot of pressure on him/her by

own old, past experiences, own old, past experiences, lacking a space to growlacking a space to grow

Learner

Graphic of Learning processesGraphic of Learning processes

Time

Competence

Transformative learning - generally generally

during course of time, during course of time, particular after crisis particular after crisis

our Competence our Competence go up, grow and go up, grow and

increaseincrease

Informative learning Informative learning – – generally during course of generally during course of

time, particular after crisis our time, particular after crisis our Competence go downCompetence go down

Intervention “window”

CrisisCrisis – time and space – time and space for our paradigm shiftfor our paradigm shift

Pre-Crisis

“Angle of Recovery”

Enhanced, grow Enhanced, grow capacity to copecapacity to cope

Precipitating event Slightly diminishedSlightly diminished

capacity to copecapacity to cope

Seriously diminishedSeriously diminishedcapacity to copecapacity to cope

Sequence of Sequence of paradigm shift processparadigm shift process

4th Re-orientation

TimeTime

Confidence Confidence

& Morale& Morale

1st De-stabilisation

2nd Disorientation

33rdrd Facilitating Facilitating EnvironmentEnvironment

Transformative learning

Informative learning

Unpredictable processUnpredictable processEffected by casual remarks as much Effected by casual remarks as much

as deliberate interventionas deliberate intervention

Has two necessary elementsHas two necessary elementsDeclarationDeclarationApplicationApplication

11stst De-stabilisation De-stabilisation for paradigm shiftfor paradigm shift

22ndnd Disorientation Disorientation for paradigm shiftfor paradigm shift

Has cognitive and affective componentsHas cognitive and affective components May include May include

DepressionDepression FrustrationFrustration AngerAnger GuiltGuilt ““Attempted apathy” (not denial)Attempted apathy” (not denial)

33rdrd Facilitating Environment Facilitating Environment44thth Re-orientation Re-orientation for paradigm shiftfor paradigm shift

Resembles additive learningResembles additive learningNew learning still fragileNew learning still fragile

Diminishing echoes of whole sequenceDiminishing echoes of whole sequenceFacilitating environment still required Facilitating environment still required

in initial stagesin initial stages

Trainer Characteristics forTrainer Characteristics for Transformative l. Transformative l.Instructor Characteristics and Roles Which Facilitate Instructor Characteristics and Roles Which Facilitate

Transformational LearningTransformational Learning Encourage students to reflect on and share their feelings and Encourage students to reflect on and share their feelings and

thoughts in class. thoughts in class. Be holistically oriented, aware of body, mind, and spirit in the Be holistically oriented, aware of body, mind, and spirit in the

learning process. learning process. Become transcendent of his own beliefs and accepting of Become transcendent of his own beliefs and accepting of

others' beliefs. others' beliefs. Cultivate awareness of alternate ways of learning. Cultivate awareness of alternate ways of learning. Establish an environment characterized by trust and care. Establish an environment characterized by trust and care. Facilitate sensitive relationships among the participants. Facilitate sensitive relationships among the participants. Demonstrate ability to serve as an experienced mentor Demonstrate ability to serve as an experienced mentor

reflecting on his own journey. reflecting on his own journey. Help students question reality in ways that promote shifts in Help students question reality in ways that promote shifts in

their worldview. their worldview.

StudentStudent Characteristics forCharacteristics for Transformative l. Transformative l.Student Characteristics and Roles which Facilitate Transformational Student Characteristics and Roles which Facilitate Transformational

Learning Learning Students must be free to determine their own reality, as opposed Students must be free to determine their own reality, as opposed

to social realities defined by others or by cultural institutions. to social realities defined by others or by cultural institutions. Students must be ready for and open to change. Students must be ready for and open to change. Those with a wider variety of life experiences, including prior Those with a wider variety of life experiences, including prior

stressful life events, are likely to experience more transformation. stressful life events, are likely to experience more transformation. Cultivate the ability to transcend past contexts of learning and Cultivate the ability to transcend past contexts of learning and

experience. experience. Students must be willing and able to integrate critical reflection Students must be willing and able to integrate critical reflection

into their school work and personal life. into their school work and personal life. Students must be able to access both rational and affective Students must be able to access both rational and affective

mental functioning. mental functioning. Have sufficient maturity to deal with paradigm shifts and material Have sufficient maturity to deal with paradigm shifts and material

which differs from their current beliefs. which differs from their current beliefs.

Course ContentCourse Content forfor Transformative l. Transformative l. – part 1– part 1 Course Content and Instructional Activities and Environmentsto Course Content and Instructional Activities and Environmentsto

Facilitate Transformational LearningFacilitate Transformational Learning Critical reflection, Critical reflection, Rational discourse, Rational discourse, Constructivist approach to course design and instructional Constructivist approach to course design and instructional

objectives, objectives, Inquiries into the origins and destinies of individual existence, Inquiries into the origins and destinies of individual existence, Mind exploration (dreams, out-of-body, near death experience, Mind exploration (dreams, out-of-body, near death experience,

meditation, altered states of consciousness, hypnosis), meditation, altered states of consciousness, hypnosis), The mysteries of human suffering and purpose, The mysteries of human suffering and purpose, Paradigms of consciousness and healing from other cultures Paradigms of consciousness and healing from other cultures

(Chinese medicine, shamanism, Yoga, etc.), (Chinese medicine, shamanism, Yoga, etc.), Guided imagery, Guided imagery,

Course ContentCourse Content forfor Transformative l. Transformative l. – part 2– part 2 Course Content and Instructional Activities and Environmentsto Course Content and Instructional Activities and Environmentsto

Facilitate Transformational LearningFacilitate Transformational Learning Sensory awareness development (Feldenkrais, hypnosis, etc.), Sensory awareness development (Feldenkrais, hypnosis, etc.), Dance and movement, Dance and movement, Breath work, Breath work, Touch (giving and receiving), Touch (giving and receiving), Atmosphere of openness, safety, and emotional support, Atmosphere of openness, safety, and emotional support, Instructors and students have full information and are free from Instructors and students have full information and are free from

coercion, coercion, All students have equal opportunity to assume various roles, All students have equal opportunity to assume various roles, Students can become critically reflective of assumptions, Students can become critically reflective of assumptions, Instructors and students are empathetic and good listeners, and Instructors and students are empathetic and good listeners, and

are willing to search for common ground or a synthesis of are willing to search for common ground or a synthesis of different points of view. different points of view.

Professional Challenges forProfessional Challenges for Transformative l. Transformative l. – part 1– part 1

Professional Challenges and Ethical Considerations for Professional Challenges and Ethical Considerations for Instructors Facilitating Transformational Learning Instructors Facilitating Transformational Learning

Transference and counter-transference among students Transference and counter-transference among students and instructor, and instructor,

Confidentiality, Confidentiality, Sexual attraction, Sexual attraction, Cognitive dissonance, Cognitive dissonance, Repressed memories emerging into consciousness Repressed memories emerging into consciousness

creating stress, creating stress, Burnout and intensity beyond the student's ability to cope, Burnout and intensity beyond the student's ability to cope, Appropriate supervision with minimal interference in the Appropriate supervision with minimal interference in the

process, process, Conflict between students, Conflict between students,

Professional Challenges forProfessional Challenges for Transformative l. Transformative l. – part 2– part 2

Code of ethics for the classroom environment, Code of ethics for the classroom environment, Inappropriate touch, Inappropriate touch, Precipitating transformational learning in a learner who is Precipitating transformational learning in a learner who is

not prepared or does not fully understand its possible not prepared or does not fully understand its possible consequences, consequences,

Providing adequate transformational learning to students Providing adequate transformational learning to students who are eager and receptive to personal change and who are eager and receptive to personal change and evolution, evolution,

Is an instructor qualified to decide which, among a learner's Is an instructor qualified to decide which, among a learner's beliefs, should be exposed to transformation, beliefs, should be exposed to transformation,

There can be a fine line between education and There can be a fine line between education and therapeutic intervention; should a teacher function as therapeutic intervention; should a teacher function as therapist to his students? therapist to his students?

Successful Balanced and HealthySuccessful Balanced and Healthylifestyle program lifestyle program http://bhls.wordpress.com

Bhaktivedanta Hospital (Bhaktivedanta Hospital (www.BhaktivedantaHospital.com))

For more details Please check webFor more details Please check web

Presentation are formatted by BVG Janaka das

Transformative and Transformative and Informative learningInformative learning

June 2011June 2011

We kindly WELCOME We kindly WELCOME

Transformative and Informative learningTransformative and Informative learning

We Assimilate new in our close system of value, “box”, paradigm etc without changing our own self * …

We Accommodate new in our open system of value, paradigm by voluntary changing our own self *… *… according to new information, situation, experiences, insights etc

There are two different strategies of learning and adaptation There are two different strategies of learning and adaptation (Piaget), (Piaget), when we are receiving new knowledge,

experience, trainings, teachings, insights etc::

Informative Informative learning learning or Assimilationor Assimilation

Informative learning or Assimilation, or Informative learning or Assimilation, or Additive learning systems, are increase Additive learning systems, are increase

what we already know, adds to our what we already know, adds to our skills, extends already established skills, extends already established

capacities by bringing new knowledge capacities by bringing new knowledge to an existing worldview, frames, to an existing worldview, frames, “box”, reference, paradigm etc“box”, reference, paradigm etc

without changing our own self according to new information,

situation, experiences, insights etc

Informative Informative learning learning or Assimilationor AssimilationInformative Informative learning learning conceptions (Saljo 1979)conceptions (Saljo 1979)

1.1. Learning as a Learning as a quantitative increase in knowledgequantitative increase in knowledge. .

2.2. Learning is acquiring information or “knowing a Learning is acquiring information or “knowing a lot”  lot”  

3.3. Learning as Learning as memorizingmemorizing. Learning is storing . Learning is storing information that can be reproduced. information that can be reproduced. 

4.4. Learning as acquiring Learning as acquiring facts, skills and methods that facts, skills and methods that can be retained and usedcan be retained and used as necessary.  as necessary. 

5.5. Learning as Learning as making sense or abstracting meaningmaking sense or abstracting meaning. . Learning involves relating parts of the subject Learning involves relating parts of the subject matter to each other and to the real world. matter to each other and to the real world. 

6.6. Learning as Learning as interpreting and understanding reality in interpreting and understanding reality in a different waya different way. Learning involves comprehending . Learning involves comprehending the world by re-interpreting knowledge.the world by re-interpreting knowledge.

Transformative Transformative learninglearning or Accommodation or Accommodation “ “Transformative learning involves Transformative learning involves experiencing a experiencing a deep, structural shift in the basic premises of deep, structural shift in the basic premises of thought, feelings, and actions.thought, feelings, and actions. It is a shift of It is a shift of consciousness that dramatically and irreversibly consciousness that dramatically and irreversibly alters our way of being in the world. Such a shift alters our way of being in the world. Such a shift involves our understanding of ourselves and our involves our understanding of ourselves and our self-locations; our relationships with other humans self-locations; our relationships with other humans and with the natural world; our understanding of and with the natural world; our understanding of relations of power in interlocking structures of relations of power in interlocking structures of class, race and gender; our body awarenesses, our class, race and gender; our body awarenesses, our visions of alternative approaches to living; and our visions of alternative approaches to living; and our sense of possibilities for social justice sense of possibilities for social justice and peace and personal joy." and peace and personal joy." O’Sullivan (2003)O’Sullivan (2003)

+ and – of two + and – of two learninglearning system system Informative Informative learning:learning:++ there are no any limitations there are no any limitations on participants numberson participants numbers++ not ask from speaker so not ask from speaker so much psychological and much psychological and therapeutically skills, specific therapeutically skills, specific personal character etcpersonal character etc

-- such kind of learning such kind of learning generally do no helpgenerally do no helplearners change our own self learners change our own self

Transformative Transformative learning:learning:-- there are strict limitations there are strict limitations on Listenerson Listeners numbersnumbers-- ask from speaker so much ask from speaker so much psychological and psychological and therapeutically skills, specific therapeutically skills, specific personal character etcpersonal character etc

++ such kind of learning such kind of learning generally can help a lot to generally can help a lot to learners change our own self learners change our own self

Graphic of Learning processesGraphic of Learning processes

Time

Competence

Transformative learning - generally generally

during course of time, during course of time, particular after crisis particular after crisis

our Competence our Competence go up, grow and go up, grow and

increaseincrease

Informative learning Informative learning – – generally during course of generally during course of

time, particular after crisis our time, particular after crisis our Competence go downCompetence go down

Learner

Resistance Factors in learningResistance Factors in learningTransformative learning:Transformative learning:Broader minded way of Broader minded way of

teaching, teaching, lessless pressure, pressure, moremore engorgement, support, engorgement, support,

practical training,practical training, space to pace to change, trainer by skilful means change, trainer by skilful means helping Learner to grow in our helping Learner to grow in our own realisations, insights and own realisations, insights and find our own path in depths of find our own path in depths of

heartheart

Informative learning:Informative learning:Authoritarian way of teaching, Authoritarian way of teaching,

more pressure, less more pressure, less engorgement, support, practical engorgement, support, practical training. Learners generally feel training. Learners generally feel a lot of pressure on him/her by a lot of pressure on him/her by

own old, past experiences, own old, past experiences, lacking a space to growlacking a space to grow

Learner

Intervention “window”

CrisisCrisis – time and space – time and space for our paradigm shiftfor our paradigm shift

Pre-Crisis

“Angle of Recovery”

Enhanced, grow Enhanced, grow capacity to copecapacity to cope

Precipitating event Slightly diminishedSlightly diminished

capacity to copecapacity to cope

Seriously diminishedSeriously diminishedcapacity to copecapacity to cope

Sequence of Sequence of paradigm shift processparadigm shift process

4th Re-orientation

TimeTime

Confidence Confidence

& Morale& Morale

1st De-stabilisation

2nd Disorientation

33rdrd Facilitating Facilitating EnvironmentEnvironment

Transformative learning

Informative learning

Unpredictable processUnpredictable processEffected by casual remarks as much Effected by casual remarks as much

as deliberate interventionas deliberate intervention

Has two necessary elementsHas two necessary elementsDeclarationDeclarationApplicationApplication

11stst De-stabilisation De-stabilisation for paradigm shiftfor paradigm shift

22ndnd Disorientation Disorientation for paradigm shiftfor paradigm shift

Has cognitive and affective componentsHas cognitive and affective components May include May include

DepressionDepression FrustrationFrustration AngerAnger GuiltGuilt ““Attempted apathy” (not denial)Attempted apathy” (not denial)

33rdrd Facilitating Environment Facilitating Environment44thth Re-orientation Re-orientation for paradigm shiftfor paradigm shift

Resembles additive learningResembles additive learningNew learning still fragileNew learning still fragile

Diminishing echoes of whole sequenceDiminishing echoes of whole sequenceFacilitating environment still required Facilitating environment still required

in initial stagesin initial stages

Trainer Characteristics forTrainer Characteristics for Transformative l. Transformative l.Instructor Characteristics and Roles Which Facilitate Instructor Characteristics and Roles Which Facilitate

Transformational LearningTransformational Learning Encourage students to reflect on and share their feelings and Encourage students to reflect on and share their feelings and

thoughts in class. thoughts in class. Be holistically oriented, aware of body, mind, and spirit in the Be holistically oriented, aware of body, mind, and spirit in the

learning process. learning process. Become transcendent of his own beliefs and accepting of Become transcendent of his own beliefs and accepting of

others' beliefs. others' beliefs. Cultivate awareness of alternate ways of learning. Cultivate awareness of alternate ways of learning. Establish an environment characterized by trust and care. Establish an environment characterized by trust and care. Facilitate sensitive relationships among the participants. Facilitate sensitive relationships among the participants. Demonstrate ability to serve as an experienced mentor Demonstrate ability to serve as an experienced mentor

reflecting on his own journey. reflecting on his own journey. Help students question reality in ways that promote shifts in Help students question reality in ways that promote shifts in

their worldview. their worldview.

StudentStudent Characteristics forCharacteristics for Transformative l. Transformative l.Student Characteristics and Roles which Facilitate Transformational Student Characteristics and Roles which Facilitate Transformational

Learning Learning Students must be free to determine their own reality, as opposed Students must be free to determine their own reality, as opposed

to social realities defined by others or by cultural institutions. to social realities defined by others or by cultural institutions. Students must be ready for and open to change. Students must be ready for and open to change. Those with a wider variety of life experiences, including prior Those with a wider variety of life experiences, including prior

stressful life events, are likely to experience more transformation. stressful life events, are likely to experience more transformation. Cultivate the ability to transcend past contexts of learning and Cultivate the ability to transcend past contexts of learning and

experience. experience. Students must be willing and able to integrate critical reflection Students must be willing and able to integrate critical reflection

into their school work and personal life. into their school work and personal life. Students must be able to access both rational and affective Students must be able to access both rational and affective

mental functioning. mental functioning. Have sufficient maturity to deal with paradigm shifts and material Have sufficient maturity to deal with paradigm shifts and material

which differs from their current beliefs. which differs from their current beliefs.

Course ContentCourse Content forfor Transformative l. Transformative l. – part 1– part 1 Course Content and Instructional Activities and Environmentsto Course Content and Instructional Activities and Environmentsto

Facilitate Transformational LearningFacilitate Transformational Learning Critical reflection, Critical reflection, Rational discourse, Rational discourse, Constructivist approach to course design and instructional Constructivist approach to course design and instructional

objectives, objectives, Inquiries into the origins and destinies of individual existence, Inquiries into the origins and destinies of individual existence, Mind exploration (dreams, out-of-body, near death experience, Mind exploration (dreams, out-of-body, near death experience,

meditation, altered states of consciousness, hypnosis), meditation, altered states of consciousness, hypnosis), The mysteries of human suffering and purpose, The mysteries of human suffering and purpose, Paradigms of consciousness and healing from other cultures Paradigms of consciousness and healing from other cultures

(Chinese medicine, shamanism, Yoga, etc.), (Chinese medicine, shamanism, Yoga, etc.), Guided imagery, Guided imagery,

Course ContentCourse Content forfor Transformative l. Transformative l. – part 2– part 2 Course Content and Instructional Activities and Environmentsto Course Content and Instructional Activities and Environmentsto

Facilitate Transformational LearningFacilitate Transformational Learning Sensory awareness development (Feldenkrais, hypnosis, etc.), Sensory awareness development (Feldenkrais, hypnosis, etc.), Dance and movement, Dance and movement, Breath work, Breath work, Touch (giving and receiving), Touch (giving and receiving), Atmosphere of openness, safety, and emotional support, Atmosphere of openness, safety, and emotional support, Instructors and students have full information and are free from Instructors and students have full information and are free from

coercion, coercion, All students have equal opportunity to assume various roles, All students have equal opportunity to assume various roles, Students can become critically reflective of assumptions, Students can become critically reflective of assumptions, Instructors and students are empathetic and good listeners, and Instructors and students are empathetic and good listeners, and

are willing to search for common ground or a synthesis of are willing to search for common ground or a synthesis of different points of view. different points of view.

Professional Challenges forProfessional Challenges for Transformative l. Transformative l. – part 1– part 1

Professional Challenges and Ethical Considerations for Professional Challenges and Ethical Considerations for Instructors Facilitating Transformational Learning Instructors Facilitating Transformational Learning

Transference and counter-transference among students Transference and counter-transference among students and instructor, and instructor,

Confidentiality, Confidentiality, Sexual attraction, Sexual attraction, Cognitive dissonance, Cognitive dissonance, Repressed memories emerging into consciousness Repressed memories emerging into consciousness

creating stress, creating stress, Burnout and intensity beyond the student's ability to cope, Burnout and intensity beyond the student's ability to cope, Appropriate supervision with minimal interference in the Appropriate supervision with minimal interference in the

process, process, Conflict between students, Conflict between students,

Professional Challenges forProfessional Challenges for Transformative l. Transformative l. – part 2– part 2

Code of ethics for the classroom environment, Code of ethics for the classroom environment, Inappropriate touch, Inappropriate touch, Precipitating transformational learning in a learner who is Precipitating transformational learning in a learner who is

not prepared or does not fully understand its possible not prepared or does not fully understand its possible consequences, consequences,

Providing adequate transformational learning to students Providing adequate transformational learning to students who are eager and receptive to personal change and who are eager and receptive to personal change and evolution, evolution,

Is an instructor qualified to decide which, among a learner's Is an instructor qualified to decide which, among a learner's beliefs, should be exposed to transformation, beliefs, should be exposed to transformation,

There can be a fine line between education and There can be a fine line between education and therapeutic intervention; should a teacher function as therapeutic intervention; should a teacher function as therapist to his students? therapist to his students?

Successful Balanced and HealthySuccessful Balanced and Healthylifestyle program lifestyle program http://bhls.wordpress.com

Bhaktivedanta Hospital (Bhaktivedanta Hospital (www.BhaktivedantaHospital.com))

For more details Please check webFor more details Please check web

Presentation are formatted by BVG Janaka das