Carol C. Halpern
Faculty member in Biology
Course Goals and Description
This seminar is about the journey of our lives. It is an invitation to begin (or continue) the process of self-discovery. While our focus and concern in life so often starts out with the outer journey, this seminar will provide the opportunity to acquaint ourselves with our inner being. Throughout the semester, we will weave between the inner and the outer journey, and learn to appreciate the intimate connection between the two.
The process of self discovery will be facilitated by both in-class practices as well as a variety of assignments. These will include meditation, in class discussion, various writing exercises, readings, videos.
One of the tools for self discovery that we will use is the practice of mindfulness. We will use various forms of meditation and other approaches to mindfulness. Some are based on Jon Kabat-Zinn’s work which is derived in part from some ancient Budhist traditions. Other forms of meditation are part of the Pathwork teachings. Through various assignments and in class practice, we will aim at the simple goal of being present. Mindfulness is the capacity to be there during the present moment and this requires intentionality and practice.
The practice of mindfulness can help us discover what we believe and it has the potential to be a gateway to integration of various dualities and incongruances we may hold or experience in life. It can be a doorway to the apprehension of the “wholeness” of the universe and at the same time it is the practice of focused awareness of what is in the present, fragmented as it is. There are no promises and no expectations to be had, for those are concepts that deal with the future and mindfulness is about the present. This does not mean that I and you have no hopes and expectations - we certainly do since we cannot be in that state of the present at all times. We can get glimpses, moments perhaps...
One of the goals for this seminar is to foster an attitude of inquiry and deep questioning of our assumptions about Life. That includes our own and the cultural beliefs about science and spirituality. Students will be asked to arrive at their own sense and understanding of these perspectives and the relationships between them. While we may think that our belief systems are based in the "hard" realities of the universe, or in a particular faith, a closer examination of these assumptions is very helpful in living a fuller life. By fostering the capacity to question, students may become more prepared to engage in their personal and community relationships with an openness of heart that is growth promoting.
The relationship to self, to family, friends, community, and to God will be a theme present in many of the readings and will be explored in our discussions. In reading The Pathwork of Self-Transformation for example, students will have the opportunity to begin to explore their belief systems and how these may be related to the above mentioned relationships.
Required Texts
- Coelho, Paulo. The Alchemist, N.Y. Harper Collins 1993
- Kabat-Zinn, Jon. Wherever You Go There You Are, Hyperion 1994
- Pierrakos, Eva. The Pathwork of Self-Transformation, Bantam Books 1990
- Reader A collection of readings
Class Format
In general class will start with a sitting meditation. This will be followed by presentation and discussion of the specific readings which are assigned for the given class. Students are expected to be the main contributors in these discussions where there is an opportunity to explore the intersection of the issues raised in the readings with the student’s life. This sharing is a way to find our commonalities and our uniqueness of opinions/perspectives, and in the life issues we are dealing with. My hope is to create a communal feeling that supports our individual searches.
Class Requirements
Students are expected to come to class prepared. This includes doing the readings and being ready to engage in a discussion of the subject. Students are also expected to think about the implications of the readings in their own lives. As a way to prepare for class, students will prepare at least 3 questions/issues of concern/points of interest for each class. We will use these to spark class discussion.
Journal Writing
There are two aspects of journal writing students will do:
- Reactions to and reflections on the readings. Here students will write about feelings or thoughts or questions that are elicited by the readings videos and/or class discussion (i.e. how you are touched by the readings video or discussion). This does not mean summarizing the reading, though it may be appropriate to refer to specific points in the readings.
- Self reflection is open ended and intended to help students explore the inner landscape of feelings, thoughts, life experiences that await integration, current concerns, reflections on the educational experience and life beyond college.
Journal entries will be due on February 10, March 17, and April 14.
Journal Grading
A system of "checks" will be used as follows:
- V+ indicating that a great deal of thought has gone into this assignment; excellent connections between the readings and personal reflection; depth of reflection on the personal experience and/or the reading; assignment was handed in on time;
- V general completion of the assignment but less depth than ideal - perhaps too superficial, or insufficient reflection on implications;
- V- writing was done for the sake of completing the assignment, with very little evidence of introspection or reflection on the readings or the personal relevance;
- 0 assignment was not passed in or handed in late without permission.
Other Assignments
There will be several written assignments throughout the semester. These will be primarily of a reflective/mindfulness nature. Tentatively these are:
- Reflections on College courses so far - due January 27
- Mindfulness exercises:
- How do I eat? - due January 27
- Observing Impatience/Anger (see p 52 in JKZ) - due February 3
- Where is the meaning in your life? (see p 79 and 81 in JKZ)
- Life as an adventure (see p 91 in JKZ)
- Let things be as they are (see pp. 98 and 99 in JKZ)- two out of the above three are due February 17 and February 24
- Awareness of Pleasant or Unpleasant Events Calendar due March 10
- Awareness of a Difficult or Stressful Communication Calendar due March 17
- Specific homework questions for the Pierrakos book will be handed out in class.
Term Paper
Students will write a paper that arises from the gained insights into their own life journey. It will also include new insights and horizons gained in the understanding of the relationships between science and spirituality. The paper needs to include a personal perspective but may be a combination of scholarly and personal perspectives, and will represent a synthesis of these realms. The scholarly aspect of the paper will need to be focused on a subtopic that needs to be approved. Students may use some of the sources discussed in class, optional readings, and additional sources not directly touched on in class. Journal entries can also be used especially as indications of the evolution in the student's perspectives on the subject. Students are encouraged to meet with me individually to discuss their paper. The typed paper is due on April 14.
Grade Will Be Determined
- Participation and Attendance 23%
- Homework 35%
- Journals 24%
- Term Paper 18%
Tentative Class Schedule
January 13--Introduction
January 27--JKZ pp. iii-100; Readings 1-3
February 3--JKZ pp. 101-170; Readings 4-7
February 10--JKZ pp. 171-end; Readings 8-10
February 17--Video 'Healing and The Mind' (O’Neill); The Alchemist; Prologue and Part I (through page 49); Readings 11-13
February 24--The Alchemist; pp. 53-167; Readings 14-17
March 10--Pierrakos Ch. 2: “The Idealized Self-Image” pp. 22-32; Pierrakos Ch. 3: “Compulsion to Recreate and Overcome Childhood Hurts” pp. 33-45; Ch. 8: “Emotional Growth and Its Function” pp. 104-119; Readings 18-20
March 17--Pierrakos Ch. 4: “The Real God and the God-Image” pp. 46-56; Pierrakos Ch. 5: “Unity and Duality” pp. 57-72; Readings 21-23
March 24--Pierrakos Ch. 9: “Real and False Needs” pp. 120-129; Readings 24 and 25
March 31--Pierrakos Ch. 6: “The Forces of Love, Eros, and Sex” pp. 73-90; Ch. 7: “The Spiritual Significance of Relationship” pp. 91-103; Pierrakos Ch. 12: “The Meaning of Evil and Its Transcendence” pp. 160-169
April 7--Pierrakos Ch. 14: “Meditation for Three Voices: Ego, Lower Self, Higher Self” pp. 183-19; Pierrakos Ch. 13: “Self-Esteem” pp. 170-182; Ch. 15: “Connection Between the Ego and the Universal Power” pp. 197-208
April 14--Pierrakos Ch. 16: “Consciousness: Fascination with Creation” pp. 209-223; Pierrakos Ch. 17: “ Creative Emptiness” pp. 224-237; Readings 26 and 27
April 28--Closing