Opening my Third Eye to Connect all the Pieces.

I embarked on a visual note-taking journey during my Social Foundations class offered by Dr. Rachel Fendler at Florida State University. Below is a clear description of the chart:

• Foundational quote from the bell hook's reading: “…there is an aspect of our vocation that is sacred" (continued below - hooks, 1994, p. 13).
  • The foundational quote's relationship to my Divine assignment - My Divine assignment is to create and hold spaces for self-restoration and healing. I "grant" permission to show up whole and authentic (hooks, 1994 pg. 6 & 15).
    • *Videos of past work in reference section.
  • The foundational quote in action - "I pitched a workshop idea* to Publix Greenwise. They said, "YES!" Instead of going in-depth with each chakra, I will present a monthly overview from September '21 through  May '22. (hooks, 1994, p. 8)  
    • ​*workshop idea developed in Jeff Broome's Program Development class during the Spring of 2021
• Final product in Rachel's class:
  • Develop the lesson plans and video content for one of seven workshops (Root Chakra) supporting chakra awareness, alignment, and expansion. The larger vision is to turn this single workshop into a MOOC* - Massive Open Online Content (hooks, 1994, p.5)
    • Builds upon my pilot study conducted during Dr. Sara Shield's Qualitative Research call (Spring '21).
    • Supports my current Graduate Assistant work with Dr. Amber Ward (Fall ' 21).
    • Elements will overlap with my Narrative Inquiry class taught by Dr. Jeff Broome (Fall '21).
• Leveraged with Jeff's classes:​
  • I believe in radical vulnerability. I will open each workshop with a personal story (hooks, 1994, p. 21).
  • To support this belief, I will write an autoethnography in Jeff's Narrative Inquiry class. Some content will be used in the development of the final product for Rachel's class.
    •(hooks, 1994, p. 15 continued)

bell hook's quotes that inspired the third eye
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom.

• “…imagine ways that teaching and learning experiences could be different” (pg. 5).

 

• “…those classrooms where it was assumed that knowledge offered students would empower them to live more fully in the world beyond the academe” (pg. 6).

 

• “…seeing the classroom always as a communal place enhances the likelihood of collective effort in creating and sustaining a learning community” (pg. 8).

 

• “… our work is not merely to share information but to share in the intellectual AND spiritual growth of our students. To teach in a manner that respects and cares for the souls of our students” (pg. 13).

 

• “…holistic education, ‘engaged pedagogy’, emphasizes well-being. That means that teachers must be actively committed to a process of self-actualization that promotes their own well-being if they are to teach in a manner that empowers students” (pg. 15).
  • ​Past projects to support hook's words:​
    • Mickey Faust Workshop: FLY Workshop
    • 3-Minute Thesis (3MT) Finalist for FLY: First Love Yourself
    • ​Florida State University Social Justice Symposium: FLY Workshop

 

• “…Thich Nhat Hanh emphasized that ‘the practice of healer, therapist, teacher, or any helping professional should be directed toward his or herself first” (pg. 15 continued).

 

• “…when professors bring narratives of their experiences into classroom discussion it eliminates the possibility that we can function as all-knowing, silent interrogators. It is often productive if professors take the first risk linking confessional narratives to academic discussions” (pg. 21).