Authentic Leadership behavior. practice is introduced both as a method of self-care and of self-awareness and inquiry. Self-understanding MAR500E is emphasized as the basis for ethical and helpful counseling Authentic Leadership (6.0) relationships. University's Authentic Leadership program is a transformative leadership course that integrates ancient wisdom CNSC609 with effective, modern approaches to management. The format Group Process I (0.5) encourages deep, personal learning in an environment that makes A cohort of students participates in a small group throughout their it possible to assimilate ideas and concepts at an accelerated tenure in the program. Emphasis is on providing support for the pace. Leadership coaching with experienced professionals is students' journey, while providing the students the opportunity a central component. Students taking the course for credit will to study the many dimensions of small group dynamics as these receive a "certificate of completion" and 6 graduate credits upon develop in their respective groups. successful completion of the course. Students taking it for non-credit will receive a "certificate of completion" upon successful completion CNSC610 of the course. Course Fee. Social and Multicultural Foundations (3.0) In this class, students study theories of community; work with the GRAD Clnc Mntl Hlth Coun skills and qualities necessary to understand and foster a cohesive, CNSG871 compassionate, and creative learning community; and establish Extended Internship I (0.0) the ground for studying oneself in relationship. Particular attention This course provides supervision for students who need additional is paid to systems of privilege and oppression and multicultural time to complete their internship placement in their final year competence. Advocacy and public policy in terms of their effect of coursework. Students are supported in the application of on access and equity are explored. The course also provides the counseling knowledge and skills, including methods unique to their theoretical and experiential ground for working skillfully with diverse concentration. Prerequisite: completion of Internship II specific to identities such as race, ethnicity, nationality, religion, education, program. class, gender, sexual orientation, age, and ability, including mental illness. Buddhist principles of non-duality and the coexistence of CNSG891 relative and absolute truth provide the conceptual basis from which Extended Internship II (0.0) students learn to bring a sense of maitri and nonaggression to their This course provides supervision for students who need additional work. time to complete their Internship placement in their final year of coursework. Students are supported in the application of CNSC620 counseling knowledge and skills, including methods unique to their Human Growth and Development: Contemplative View concentration. Prerequisites: Completion of CNSS790 Counseling (3.0) Practicum, CNSC790 Counseling Practicum, or CNST790 An exploration of human experience and psychological Counseling Practicum. development throughout the trajectory of a lifespan. Topics include impact of key events, life stages, human nature, biopsychosocial needs, and the feminist views on relational development. Seminal GRAD Contemplative Psych theories of Western psychology are explored and critiqued CNSC600 through a multicultural lens and the contemplative view of human Opening Retreat (0.0) development is considered through Buddhist teachings on the An introduction to the fundamental principles of contemplative development of ego and interdependence. counseling psychology, this weekend intensive provides the opportunity for community building, an introduction to meditation, CNSC623 and the marking of the transition into the MA Contemplative Buddhist Psychology II: and the Psychology of Psychotherapy and Buddhist Psychology concentration. Confusion (2.0) The abhidharma teachings on the five and the six CNSC603 "realms" provide precise understanding of the development Buddhist Psychology I: Foundations of Practice (2.0) of a false sense of self and how this mistaken view leads to a Contemplative Counseling is based on the view of Brilliant Sanity or variety of styles of confusion and suffering. The study of karmic Buddha Nature, the idea that health is intrinsic and unconditional. cause and effect leads to an understanding of how habitual This course presents teachings from Buddhist psychology on the patterns and addictive behaviors develop and may be interrupted. mind in both sanity and confusion. In particular, we examine the Pratityasamutpada is studied as an approach to understanding mistaken notion of a solid, separate self as the foundation of interdependence and systems thinking. The early ethical teachings suffering and misunderstanding. The importance of of the Buddha are studied, and the practice of - and transition is highlighted. We begin an exploration of how awareness sitting meditation is explored further, both experientially habitual patterns of mind may lead to addictive patterns of and intellectually.

1 Naropa Course Catalog 2019—2020 CNSC629 count for a standard 3 credits. If a variable credit (0.5 - 4 credits) Group Process II (0.5) Independent Study is desired, a student must receive additional This is a continuation of Group Process I. approval. See the Independent Study Application for further details.

CNSC631 CNSC700 Counseling & Helping Relationships: Skills Practice I (3.0) Assessment (3.0) Introduction to the professional practice of contemplative An overview of approaches to clinical assessment and evaluation counseling, which emphasizes how the practice of mindfulness- with application through the lens of contemplative counseling. awareness can inform skillful therapeutic presence that fosters Topics include standardized and non-standardized testing and healing relationships. Topics include current counseling theories interpretation, psychometric statistics, factors related to diverse and their applications, a culturally sensitive orientation to the populations, case conceptualization, and diagnosis. Ethical and fundamental health of the human mind, and contemplative self-care legal considerations are integrated throughout the course. The strategies for working with human suffering and cultivating wellness. course also provides an understanding of basic classifications, The course utilizes experiential training and practice in clinical skills. indications, and contraindications of commonly prescribed Students are observed and given faculty and peer feedback. psychopharmacological medications for referrals and identification of side effects. CNSC638 Psychopathology I: Lineages of Understanding (3.0) CNSC703 Intrinsic health is the ground of experience, yet one repeatedly loses Buddhist Psychology III: Compassion and the Heart of touch with it. This course explores the sequence of events through Emptiness (2.0) which one can become absorbed in "storylines." The painful An introduction to the teachings with their emphasis nature of this experience, which is a patchwork of events real and on skillfully helping others, the teachings on , awakened imagined, is explored. Emphasis is on recognizing the experience mind, and the four as methods for cultivating of sanity within pathology. Students experience the personal and compassion. The Buddhist teachings on sunyata (emptiness) are painful nature of such psychopathology as it occurs in their own explored with respect to their implications for clinical work. Students lives and in the lives of others. The recovery stages of health are apply these teachings both to their own personal experience and to introduced, along with an introduction to diagnosis and the use of clinical work. testing in appraisal. CNSC709 CNSC660 Group Process III (0.5) Maitri I (1.0) This course is a continuation of CNSC629. A two-week residential intensive focusing on the practice of intensive sitting and . Students refine their understanding of CNSC710 meditation practice. Self-understanding is emphasized as the basis Research and Statistics (3.0) for ethical and helpful counseling relationships. Additional fee for A survey of research methods and statistics as they apply to clinical room and board. mental health counseling. Topics include types of psychological research, descriptive and inferential statistics, experimental and CNSC665 correlational methods, qualitative methods, test construction, needs Maitri II (1.0) assessments, program evaluation, research ethics, and literature A two-week residential intensive focusing on the practice of review. The course includes lectures, discussion, and practice intensive sitting and walking meditation. Maitri Space Awareness is exercises. directed toward becoming increasingly at home with oneself and with others. Students are introduced to the Five Buddha Families CNSC711 of Tibetan Buddhist teachings as a way of understanding how Career Development: Work, Transition, and Path (3.0) the seeds of clarity are often hidden within the manifestations Major life transitions are explored, including lifestyle choices, career of confusion and suffering. This residential class requires full selection, identity shifts, relational transitions, and transitions between participation in all aspects of the program. Additional fee for room life and death. Beginning with an exploration of transitional and board. space, paradox, and play, students are encouraged to integrate impermanence, interdependence, and groundlessness. A significant CNSC699 focus of the class is on major career theories and the foundations Independent Study: Contemplative Psychotherapy - Buddhist and practice of career counseling. Students are also encouraged to Psychology (0.5-4.0) apply the class material to their own major life transitions, including This course is an opportunity for students to engage in the changes involved in beginning their graduate study. in-depth, concentrated study with a particular faculty member for a semester. The design of study and course work is decided upon by the student and faculty member. Independent Studies will

2 Naropa Course Catalog 2019—2020 CNSC723 and openness to differences. These learnings continue to form Buddhist Psychology IV: The Practice of Counseling and the the ground upon which ethical and healing relationships may be Path of the (2.0) cultivated. The academic portion of the program focuses on the The Mahayana ideal of the bodhisattva, one who dedicated their Lojong teachings of the Buddhist Mahayana tradition and their life to the welfare of others, can be an inspiration for the counselor. application to clinical work. Additional fee for room and board. This course focuses on the example of the bodhisattva and the practice of the six paramitas, or transcendent actions, as they apply CNSC765 both to the students' own development and to working with therapy Maitri IV (1.0) clients. Understanding compassion as the basis for ethical behavior A two-week residential intensive focusing on the relationship and the appropriate setting of boundaries in the clinical relationship between individual contemplative practice and working with others, is stressed. Classical texts, contemporary commentaries, and clinical both in the maitri community and in clinical practice. Intensive writings are also studied. sitting meditation, walking meditation, Maitri Space Awareness practice, and community living provide opportunities for increased CNSC728 self-understanding, self-acceptance, and openness to differences. Large Group Process (0.5) These learnings continue to form the ground upon which ethical A cohort of students participates in a large group process that and healing relationships may be cultivated. The academic includes their entire class. Emphasis is on providing support for portion of the program focuses on the Lojong teachings of the the students' journey, while providing the students the opportunity Buddhist Mahayana tradition and their application to clinical work. to study the many dimensions of large group dynamics as these Additional fee for room and board. develop in their group. The class focuses on issues of inclusiveness/ exclusiveness, finding one's voice in a large group or community, CNSC770 and how to lead large groups. Family Systems (3.0) An introduction to family process and family systems. The purpose CNSC729 of the course is to assist students in experiencing the shift in Group Process IV (0.5) perception that comes from seeing a family as a system with its own This course is a continuation of CNSC709. organization and life, beyond that of the individual. In addition, students explore their families of origin as a ground for working with CNSC738 others. The course consists of lectures, student presentations, class Psychopathology II: Psychosis and Ordinary Mind (3.0) discussions, and experiential exercises. This course examines psychosis through clinical material and a discussion of Buddhist and other understandings of mind. Strategies CNSC790 for facilitating optimum development and wellness over the life span Counseling Practicum (3.0) are discussed. Assessment and diagnosis of psychotic disorders are Counseling Practicum is designed to provide a supportive included. The class emphasizes selected approaches to treatments and instructional forum for students' initial experiences in that provide the advocacy processes needed to address institutional clinical placement through the introduction of counseling skills, and social barriers that impede access, equity, and success for consultation, and group and triadic supervision. On-site supervision clients. is supplemented in this class with a contemplative model of case presentation, Body, Speech, and Mind. Topics include CNSC751 theoretical orientation, case conceptualization and planning, Group Counseling: Theory and Practice (3.0) clinical interventions, as well as dynamics of the student-supervisory A comprehensive introduction to the theoretical and practical relationship, organizational issues at the site, and self-care. The aspects of effective group leadership. Theories of group therapy course also provides a systemic overview of mental health service are studied. Other issues include factors that affect group dynamics, delivery, policy, and access to community resources. such as size, composition, and types. Group leadership is discussed in the context of the contract, group resistance, transference and CNSC801 countertransference, cohesion, aggression and hostility, and acting Professional Counseling Orientation & Ethical Practice: out. Students have the opportunity to play the group leader and Skills Practice II (3.0) receive feedback from the instructor and teaching assistants. Providing continuing training in clinical skills, this course emphasizes the study of professional roles and standards, including ethics, legal CNSC760 issues, and credentialing. Maitri III (1.0) A two-week residential intensive focusing on the relationship CNSC803 between individual contemplative practice and working with others, Buddhist Psychology V: The Way of the Contemplative both in the maitri community and in clinical practice. Intensive sitting Counselor (3.0) meditation, walking meditation, and community living provide In this course, students review the Buddhist psychological teachings opportunities for increased self-understanding, self-acceptance, and practices that they have studied in Buddhist Psychology I

3 Naropa Course Catalog 2019—2020 through IV, and they also study further Buddhist teachings drawn CNSC877 from the tradition of Tibet. The emphasis is on deepening Extended Clinical Tutorial (0.5-2.0) students' understanding of all of these teachings and practices as Students who have not completed Internship may be required to potent resources for counselors engaged in clinical work. Some register for Extended Clinical Tutorial. See Special Student Status in counseling approaches that have an affinity with a contemplative the Academic Information section. May be repeated. approach are also introduced, e.g., Focusing, Gestalt Therapy, and Feeding Your Demons. The format of the class includes mindfulness, CNSC890 awareness, and compassion ; lecture; discussion; and Special Topics: Trauma-Informed Care (0.5) counseling skills practice. A Special Topics course is an advanced examination of a topic from the field of counseling. Assignments may include readings, CNSC809 papers, oral presentations, warrior exams, and literature searches. Group Process V (0.5) Topics vary by semester and section. Prerequisites include This course is a continuation of CNSC729. CNSC723, CNSC738 and CNSC700 or permission of instructor. Fall 2019 Supplemental Course Description: CNSC823 Trauma Informed Care: Trauma-informed care and the differences The Art of Contemplative Clinical Mental Health Counseling between shock trauma, vicarious trauma/secondary trauma, (3.0) cultural trauma, and developmental trauma. This course will include An opportunity for students to review and integrate the Buddhist theory, experiential exercises, applied counseling skills, and ethics teachings while engaging in their internship experience. Students of counseling to heal trauma. The utilization of contemplative and present clinical issues arising with clients and examine ways to social justice practices will be incorporated as a way to develop integrate Buddhist, clinical, social justice, and other contemporary and maintain an open and non-dualistic perspective of trauma and approaches to the art of practicing contemplative clinical mental health. health counseling. The course culminates in a Master's Paper and Presentation designed to further the conceptual and clinical acumen CNSC891 of the developing counselor. Internship II: Placement & Contemplative Supervision (2.0) This course is a continuation of CNSC871. CNSC828 Large Group Process II (0.5) GRAD Ecopsychology This course is a continuation of CNSC728. PSYE600 CNSC829 Initiatory Contemplative Ecopsychology Intensive (4.0) This first intensive course introduces MA Ecopsychology students Group Process VI (0.5) This course is a continuation of CNSC809. to the program and the field. It provides the opportunity for learning community building, and face-to-face instruction in CNSC860 ecopsychological, transpersonal, and contemplative practice processes such as nature connection exercises, ritual, meditation, Maitri V (0.5) and the application of topics that will appear in the coming online A weeklong retreat held during spring break, the third-year Maitri courses. Students are expected to prepare for the course prior to program brings attention to endings: the ending of the three-year attending, and to complete a written assignment afterward. Fee for program for the students and the termination process in therapy. meals and lodging. Students are encouraged to bring mindfulness and awareness to the experiences that arise during termination. The traditional teachings on death and dying found in the Tibetan Book of the PSYE630E Dead provide surprisingly relevant guidance for the contemporary Transpersonal Psychology (3.0) therapist in dealing with endings of all kinds. Additional fee for room An introduction and examination of central concepts, theories, and board. practices, and applications of transpersonal psychology. The theories of the central figures in the field are discussed and CNSC871 compared, as well as the roots of transpersonal psychology in the world wisdom traditions. Students explore foundations of Internship I: Placement and Contemplative Supervision (2.0) transpersonal psychology and its applications to meditation, ritual, Internship I provides a supportive and instructional forum for ecopsychology, psychological research, multicultural diversity, students' continued experiences in clinical placement. Students and other areas. This online course blends intellectual exploration, engage in weekly Contemplative Supervision groups in order practice, and self-reflection. to present client cases from their internship site. This style of presentation is a phenomenological approach to clinical supervision directed toward a deeper understanding and integration of the complexities arising within the therapeutic relationship.

4 Naropa Course Catalog 2019—2020 PSYE640E PSYE750 Ecopsychology (3.0) Psychology of Wilderness Experience Intensive (4.0) The emerging field of ecopsychology is concerned with the Through group process, experiential activities, and ritual, psychospiritual side of human and ecological health, proposing participants experience an ancient, pan-cultural, earth-centered rite that the well-being of both is inextricably linked. Ecopsychology of passage in a wilderness setting. This course follows the traditional places psychology in an ecological context and draws on stages of a rite of passage: severance (leaving behind what is psychological insights for effective and sustainable environmental familiar), threshold (three days and nights of solitude/fasting), and action. This course introduces and examines various aspects of reincorporation (bringing back gifts or insights to the community). ecopsychological theory and practices through an integration of Open to the transformative power of nature, participants have intellectual exploration, experiential practices, and contemplative the opportunity to inquire deeply and directly into themselves self-reflection. and their relationship to the natural world and their community. Participants provide their own camping equipment and share food PSYE650 and transportation. Fee for remaining retreat expenses. Winter Contemplative Ecopsychology Intensive I (2.0) The course focuses on advanced topics within ecopsychology, PSYE780 further builds community within the program, and aims to teach Winter Contemplative Ecopsychology Intensive II (2.0) specific skills for working with individuals and groups in an Building on previous courses, this course teaches theories ecopsychological context. Students' meditation practice and an and techniques of specific applications and practices for understanding of its importance in ecopsychology are deepened. ecopsychology facilitators. Students have a chance to both observe Open to first-year MA Ecopsychology students only. these practices and practice them in the intensive course. A second purpose of this course is face-to-face community building in the low- PSYE680E residency Ecopsychology program. An in-depth self-assessment Ecology: Concepts and Applications for Ecopsychology paper is required. Prerequisite: PSYE650. (3.0) This online course reviews fundamental concepts in ecology and PSYE790E explores their relevance to ecopsychology. We explore organisms Topics in Ecopsychology: Transitions and Rites of Passage in their environment, population dynamics, community ecology, (3.0) ecosystem dynamics, and Gaia Theory. A field component involves Topics in Ecopsychology courses investigate specific applications natural history investigations in each student's local bioregion. As a of theories and methods of ecopsychology not offered in other group, we develop a place-based perceptual ecology and inquire courses. Specific topics are announced the semester this course is into the dynamic interrelationships between local ecology, global offered. Elective, open to all eligible graduate students. change, and the human psyche. Spring 2020: Transitions and Rites of Passage: This online course explores life PSYE690E transitions, both predictable and unexpected, and the role of rites Ecopsychology Applied in Context (3.0) of passage in giving them meaning and support. Developmental This online course deepens understanding about the field of psychology, transpersonal psychology, anthropology, and ecopsychology by seating its concepts in cultural and applied ecopsychology provide foundations as the course helps students contexts. Application of the ecopsychological principles for integrate theoretical and experiential perspectives. addressing contemporary ecological problems and ethics are examined, along with options for effective and compassionate PSYE800E action. Topics may include eco-spirituality, power dynamics and Transpersonal Service Learning (3.0) diversity in ecopsychology, ecofeminism, applied myth, climate In this course, students apply and deepen their learning about change, bioregionalism, voluntary simplicity, and resilience. transpersonal ecopsychology through service in their communities. With guidance from program faculty, students arrange a service- PSYE700 learning project related to an ecopsychological area of their Ecopsychology Training Intensive (2.0) choice. Online course lectures, reading, and discussion support Ecopsychology explores human/nature relationships and the learning by examining the nature of transpersonal approaches implications of a deeper connection between human and to service, and by providing a forum for interaction and support nature for mental health, personal growth, environmental action, among students and faculty. A final written paper or media project and sustainable lifestyles. This advanced course assumes an integrates students' project experiences with theoretical knowledge understanding of the theory and practices of ecopsychology. It is about the area of service and understanding of transpersonal directed toward the interface of ecology, transpersonal psychology, service. While the service-learning placement may be independent and contemplative practice (i.e., nature, psyche, and spirit), critical of the master's project topic, the department recommends that evaluation of ecopsychological thinking, and the development students try to connect them. and use of ecopsychology practices in personal and professional applications.

5 Naropa Course Catalog 2019—2020 PSYE850E trust in ourselves and the phenomenal world, as well as nature- Master's Project I (3.0) based ecopsychological practices that explore the relationship This is the first of a two-course sequence in which students apply between nature, psyche, and spirit. Emphasis is on bringing the and deepen their learning through completion of a major written non-duality of wilderness mind back home and applying it to our paper or media project on a particular ecopsychological topic of daily activities and relationships. Experiencing mind without analysis, their choice. The online course environment supports this by staged reinforcement, or rejection clears the way to relate directly with assignments and providing a forum for interaction and support others and develop skills for a new kind of leadership. The course among students and faculty. includes an introductory two-day retreat. Required for MA Resilient Leadership students (both tracks). PSYE890E Masters Project II (3.0) ENV618 The second of a two-course sequence in which students complete Groups as Living Systems (3.0) a major written or media project on an ecopsychology topic of This course introduces principles and applications of working with their choice. In this second-semester course, students complete the groups as living systems. The course utilizes emerging new insights project. Prerequisite: Successful completion of PSYE850e. in intercultural communication, neuroscience, group dynamics, and leadership to support the development of healthy, high functioning PSYE892E groups, while integrating the needs of the individual. Students Extended Masters Project (0.5) learn by experientially and analytically engaging the three stages An extension of the sequence of two courses leading students to of group life and three stages of organizational development. complete the master's project. It is offered in the event that a student Students develop a number of key applied tools for generating and does not complete the paper within the given time. Prerequisite: maintaining creative and functional groups that are applicable in PSYE890e. any organization or community setting. Required for MA Resilient Leadership: Sustainable Systems track. Open to graduate students GRAD Resilient Leadershp in other programs with instructor permission. ENV542 ENV625 Permaculture (3.0) Human Rights and Global Justice (3.0) This course introduces a core set of principles that help us to design This course explores topics relevant to the growing climate justice human living environments that are increasingly self-sufficient, while movement, such as the ecological, economic, and social effects reducing our society's reliance on industrial systems of production of globalization; legal precedents surrounding global human and and distribution that are fundamentally damaging to the planet's ecological rights; and activism and movement solidarity. Students ecosystems. This design system, known as permaculture, covers will build skills with understanding global issues through current basic agro-ecological design theory. We explore this in a hands- news, legislation, and movement building. The course has a high on way while creating edible landscapes, diverse gardens, and level of research, presentation, discussion, and dialog. Required for compost systems, and growing food on campus. This course also MA Resilient Leadership: Climate Justice track. Open to graduate includes field trips and demonstrations. Required for MA Resilient students in other programs. Leadership: Climate Justice track. Open to graduate students in other programs. ENV630 Transforming Systems (3.0) ENV557 An immersion in general and living systems theory in the context Food Justice (3.0) of earth as a living system. Systems theory offers an effective An introduction to the food justice movement, this course examines paradigm for engaging in change processes at different scales in it from the local, national, and international levels. Topics include both biological and social domains. Particular attention is given food policy, grassroots movements and action, food production to how systems of all scales---personal, societal and ecological--- and food access as they relate to the systems of privilege and transform, leading to an exploration of environmental, social, and oppression that shape them. Equally, this course explores the cultural change processes. Theory is anchored in lived experience actions of various communities working toward empowerment and through personal and group work, applied research, and problem- liberation. Students engage with relevant theory, hands-on service solving. Required for MA Resilient Leadership: Sustainable Systems learning, site visits, as well as contact with professionals, activists, track; Elective for MA Resilient Leadership: Climate Justice track. and impacted communities in the food justice movement. Open to graduate students in other programs. ENV633 Environmental Policy and Trends (3.0) ENV600 This course examines environmental movements from local to Inner Work (3.0) global and the development of environmental thought that has This course introduces mindfulness training through sitting and supported them. Including political, economic, cultural, and walking meditation as a ground for developing wakefulness and scientific dimentions, the course focuses on four content areas:

6 Naropa Course Catalog 2019—2020 United States, global, climate, and environmental justice policies the emerging skill needs for the students as well as the research and history. Topics may also include emerging approaches to interests of the faculty. Specific topics are announced the semester agricultural, conservation, social justice, and natural resource issues. the course is offered. Required for MA Resilient Leadership: Climate Justice track. Open to graduate students in other programs. ENV699 Independent Study: Environmental Studies (0.5-4.0) ENV637 This course offering is an opportunity for students to engage in in- Ecological Justice: Patterns of Oppression and Healing (3.0) depth, concentrated study with a particular faculty member for This course explores how the oppression of earth and the a semester. The design of study and course work are decided oppression of people have gone hand in hand. Drawing from upon by the student and faculty member. Independent Studies will the diverse fields of environmental justice, political ecology, count for a standard 3 credits. If a variable credit (0.5 - 4 credits) ecofeminism, ecopsychology, and social justice, students will build Independent Study is desired, a student must receive additional skills to unravel the patterns of oppression, begin to hold multiple approval. See the Independent Study Application for further details. worldviews, and contemplate healing. The class will be highly interactive and requires a deep level of research, presentation, ENV701E and discussion by all participants, as well as the willingness to Nonprofit Management & Social Entrepreneurship (3.0) work with difficult emotions. As a result of this course, students will This online course provides students with perspectives and have heightened capacities to bring these issues to their work and practical tools for working in organizations, focusing on nonprofit service to the world. Required for MA Resilient Leadership students management and social entrepreneurship. Topics covered (both tracks). Open to graduate students in other programs. include practical tools such as strategic planning, fundraising, and grantwriting, as well as the visioning and inspiration that underlie this ENV650 work. Case studies, models, and applications to the MA applied The Work That Reconnects (3.0) leadership projects ground this class in real-world examples and Inspired by Joanna Macy's The Work That Reconnects, which experience. Required for MA Resilient Leadership students (both draws from deep ecology, systems theory, and spiritual traditions, tracks). Open to graduate students in other programs. this course asks participants to engage the strong emotions resulting from the ecological crisis and work with transformative practices. ENV710 Building on mindfulness training, the course introduces specific Sustainability: Practice and Policy (3.0) practices of loving-kindness, nonviolent communication, active Sustainability has emerged as a potentially unifying paradigm listening, and group experiential engagement. Participants will work for work that simultaneously fosters human and planetary well- with the arc of The Work That Reconnects: opening to gratitude; being. Students study the historical origins, theoretical frameworks, owning our pain for the world; seeing with new eyes; and going and tools associated with the three-legged view (economy, forth. This course includes a nonresidential weekend intensive. This environment, society) of current sustainability policies and practices, course is open to the public through the Joanna Macy Center. and use case study methodologies to analyze and evaluate Prerequisite: ENV600 or instructor-approved Meditation Training. how sustainability policies and practices are being designed Course fee. Required for MA Resilient Leadership students (both and implemented in a variety of organizations and communities. tracks). Students conduct an experiential exploration of the personal and spiritual dimensions of sustainability practice. Required for MA ENV665 Resilient Leadership students (both tracks). Open to graduate Wilderness Solo (3.0) students in other programs. This eight-day wilderness camping retreat, which includes a three- day solo, is designed to mark a transition in the student's program ENV725 through an integration of learning, connections to land and place, Applied Leadership Skills (3.0) and through a solo experience. In context of solitude and deep As part of their demonstration of competence, Resilient Leadership connection with nature, the course seeks to integrate the first year of students are required to take a leadership role in a substantial learning, assisting students in finding a path, clarifying responsibility project that leads to increased sustainability in an organizational in reciprocity with the earth, and illuminating the heart of service to setting or to complete a formal written thesis. This course is the community. Community work and ritual surround and support designed to support students through this process. Students study this important solo experience. Course fee. Required for MA and gain hands-on experience in essential, traditional leadership Resilient Leadership: Sustainable Systems track. Open to graduate skills and start to apply these skills through developing a proposal students in other programs with instructor permission. for either an applied project or formal written thesis. Theory and practical applications of conflict resolution, mediation, and ENV690 other selected skills are presented. Elements of project design Special Topics in Environmental Leadership (3.0) and proposal writing are covered. Classes focus on coaching, The Special Topics course explores topics of general focus and feedback, analysis, and presentation of the applied leadership relevance to the field of Environmental Leadership, geared toward projects. In addition to the course faculty, students choose a faculty

7 Naropa Course Catalog 2019—2020 mentor to work with. Required for MA Resilient Leadership students Body-Mind Psychotherapy (BMP) serving as a supportive and (both tracks). integrative theoretical framework.

ENV785 CNSB716 Capstone (3.0) Specialized Approaches in Body Psychotherapy: Trauma, In this capstone course, the student is expected to synthesize Resilience, and Change (2.0) and integrate the conceptual and theoretical knowledge and An advanced theory and skills course that studies both understanding, as well as skills acquired in the curriculum developmental and traumatic wounding, and the adult patterns of through course work, internships, leadership development, thought, emotion, and behavior these wounds create. Using various research, and other learning activities. The emphasis is on the methodologies, students gain a somatic understanding of trauma student's demonstrated development and competency of applied and its physiological and psychological effects. Practical somatic environmental leadership skills and written analytic material that techniques for contacting, accessing, deepening, processing, can be utilized for individual student assessment and program transforming, and integrating developmental and traumatic assessment. Students are assessed on their professional report experiences are taught. Prerequisite: CNSB626. and formal presentation of their applied environmental leadership project during this semester. Prerequisite: completion of all other CNSB871 required courses in this major. Required for MA Resilient Leadership Internship I: Body Psychotherapy (2.0) Sustainable Systems track. Course fee. This course is for Body Psychotherapy students who have completed their second-year requirements. The internship consists of ENV875E 700 hours and includes participation in treatment team meetings, Thesis (6.0) documentation, clinical supervision, and in-service education. The Building upon the thesis proposal written within the Applied classroom seminar focuses on clinical mentorship with supplemental Leadership Skills course, within this course the student writes a readings, and also addresses integral issues in the transition from formal thesis paper focused on a relevant climate justice leadership student therapist to professional therapist. Body Psychotherapy topic. The thesis paper will be centered upon a unique thesis students only. Prerequisite: CNSS790. statement and will include an introduction, a relevant review of literature gained through the program, a leadership approach to CNSB891 the issue, and a final discussion and recommendation. The student Internship II: Body Psychotherapy (2.0) will work with the course instructor as well as a faculty mentor and A continuation of CNSB871, this course is for Body Psychotherapy a student peer. Students are assessed on the thesis paper as well students who have completed their second-year requirements. as a formal presentation to the community. Course fee (for spring The internship consists of 700 hours and includes participation in intensive). Required for MA Resilient Leadership: Climate Justice treatment team meetings, documentation, clinical supervision, and track. in-service education. The classroom seminar focuses on clinical mentorship with supplemental readings and also addresses integral GRAD Somatic Counseling issues in the transition from student therapist to professional therapist. Body Psychotherapy students only. Prerequisite: CNSB871. CNSB626 Foundations of Body Psychotherapy (2.0) CNSD616 Body Psychotherapy is a distinct branch of the main body of Foundations of Dance/Movement Therapy (2.0) psychotherapy, one which involves an explicit theory of mind-body An experiential and didactic introduction to the field of Dance/ functioning. This theory takes into account the complexity of the Movement Therapy, including its historical roots and evolution; intersections and interactions between the body and the mind, the contributions of major pioneers in the field; and the beginning with the common underlying assumption being that a functional exploration of various theoretical models and their implications unity exists between mind and body. Although a wide variety of for clinical practice, based on a commitment to diversity, service, approaches and techniques are used within the field of body and contemplative practice. Designed to introduce students to psychotherapy, all of them recognize the continuity and deep the diversity of the work of dance/movement therapists with connections of mind-body processes. In this course, students both groups and individuals, and to begin to prepare students to learn the theoretical and practical roots of body psychotherapy, facilitate dance/movement therapy with a wide range of clients. beginning with the Freudian era and sequencing through current times, though also acknowledging and appreciating the historic and contemporary presence of indigenous somatic healing CNSD716 practices. The field is viewed from the perspective of the significant Specialized Approaches in Dance/ Movement Therapy: contributions of its primary founders, the therapeutic paradigms Therapist as Artist (2.0) they represent, and current applications of how these theories and An exploration of the creative healing arts and the therapist's paradigms have been transposed into contemporary modalities. role as artist. Theories of imagination and creativity are examined In particular, students learn and explore the theoretical and through the lens of inclusivity and clinical skill building. In addition, therapeutic applications of Gestalt and Hakomi therapies with this course focuses on the relationship of Dance/Movement

8 Naropa Course Catalog 2019—2020 Therapy to other creative arts modalities. Readings, discussion, in- CNSS610 class experientials, out of class practice, and guest lecturers provide Social and Multicultural Foundations I (1.0) an overview of theory, techniques, and considerations for special One of two Social and Multicultural Foundations courses, this populations. Emphasis is on the integration and application of course introduces students to basic theory, language, and creative modalities, and their application to specific populations. foundational concepts of multicultural social justice counseling Prerequisite: CNSD616. including issues of cultural difference, power, privilege, and marginalization in the therapeutic relationship. Students learn CNSD871 course content by examining their own cultures and sociocultural Internship I: Dance/Movement Therapy (2.0) identities/locations (ethnicity, sexual/affectional orientation, After completing second-year requirements, each Dance/ race, age, socioeconomic status, ability, gender, nationality, Movement Therapy student enters a clinical internship, and under language, size, gender expression, religion) as they relate to Board Certified Dance/Movement Therapist (BC-DMT) mentorship, the counselor, client, and counseling process. The impact of leads dance therapy sessions and groups. The internship consists of traditional counseling practices and mental health delivery 700 hours and includes participation in treatment team meetings, systems on clients from socioculturally marginalized groups will documentation, clinical supervision, and in-service education. The be reviewed. Contemplative somatic processes and practices will classroom seminar focuses on clinical mentorship with supplemental be explored and utilized throughout the course as a support for readings and also addresses integral issues in the transition from increased awareness, emotional self-regulation, and development student therapist to professional therapist. Dance/Movement of an integrated somatic, multicultural social justice orientation Therapy students only. Prerequisite: CNSS790. to counseling/psychotherapeutic theory and practice. Somatic Counseling students only. CNSD891 Internship II: Dance/Movement Therapy (2.0) CNSS611 A continuation of CNSD871. After completing second-year Social and Multicultural Foundations II (2.0) requirements, each Dance/Movement Therapy student enters a A continuation of Social and Multicultural Foundations I, this clinical internship and under Board Certified Dance/Movement course expands upon content and processes learned with a focus Therapist (BC-DMT) mentorship, leads dance/movement therapy on application to the practice of culturally responsive, somatic, sessions and groups. The internship consists of 700 hours and multicultural, social justice counseling. Students will explore the includes participation in treatment team meetings, documentation, ways that their own cultures and power form their worldviews and clinical supervision, and in-service education. The classroom how these impact the counseling process and the therapeutic seminar focuses on clinical mentorship with supplemental readings relationship. Somatic Counseling students only. Prerequisite: and also addresses integral issues in the transition from student CNSS610. therapist to professional therapist. Dance/Movement Therapy students only. Prerequisite: CNSD871. CNSS620 Human Growth and Development (3.0) CNSS500 An overview of the major theories of psychological development Somatic Counseling Orientation Seminar (0.0) across the life span. Information from a broad range of perspectives An orientation to the Somatic Counseling Program: A daylong is covered, including biological, psychoanalytic/dynamic, retreat immerses new students in opportunities to get acquainted cognitive, social learning, and cross-cultural. Somatic Counseling with each other, with the master's degree, and with our mission as a students only. professional counseling program from an experiential perspective. CNSS621 CNSS605 Body/Movement Observation and Assessment I (3.0) Advanced Counseling Skills I (2.0) The first semester of a two-semester series in which students begin Through experiential and theoretical exercises, students learn to look at how the mind is expressed through the body. In the first how counselors, dance/movement therapists, and body semester, greater focus will be placed on gathering the basic psychotherapists apply somatically based counseling skills to kinesiological terms and concepts necessary to cultivate the skill advanced counseling theory. Developmental theory is explored of seeing the body descriptively, in stillness as well as in motion. A through the lens of object relations, self-psychology, and attachment range of observation and assessment models specific to dance/ theory, and their implications for clinical practice. As an extension movement therapy and body psychotherapy are introduced, of these theories, the ethics, strategies, and practices for the use of including kinesiological, morphological, developmental, energetic, touch in somatically oriented sessions will be introduced. Students segmented, process-oriented, and archetypal frameworks; the continue to develop and refine clinical skills through classroom overarching context for encapsulating these concepts is through the practice sessions, assessment of outside session videos, and written lens of Laban Movement Analysis (LMA). In the second part of this assignments. Prerequisite: CNSS610. series, greater emphasis is placed on deriving clinical meanings from these observations. In both semesters, the process of observing the body and its movement patterns will be approached from the

9 Naropa Course Catalog 2019—2020 integrative vantage points of theoretical knowledge, practiced CNSS649 observation, and personal embodiment. Contemplative Practices for Somatic Counseling Contexts II (1.0) CNSS631 Further topics in the areas of somatically based contemplative Counseling and Helping Relationships I: Verbal and practices are explored. Prerequisite: CNSS646. Nonverbal Skills (3.0) Introduction to the basic forms and practices of facilitating body- CNSS657 and movement-centered therapy and counseling sessions with Clinical Neuroscience (3.0) individuals. Emphasis is on the stages of counseling, basic This course investigates the relationship between the nervous system counseling skills, attitudes, and values of the counselor, multicultural and other body systems, and cognitive, emotional, and behavioral perspectives, and the importance of the counseling relationship. processes. By understanding the relationship of body structures, Skills covered include facilitating a client through the developmental such as the brain, the heart, and the gut, with thinking, feeling, stages of individual process; basic attendance; finding unconscious sensing, and moving, students can construct a continuum from associations; identifying and working with sensation and movement; theory to practice that generates scholarly and scientifically sound cultivation of empathic, compassionate, non-judgmental states; and treatment options for the field of somatic counseling psychology. sensitivity to and methods for working with diverse populations. Methods of instruction include in-class role-playing with supervision, CNSS661 relevant readings, reflection papers, and a final exam that integrates Counseling & Helping Relationships II: Verbal and the student's learning. Nonverbal Skills (3.0) Using direct experiences to develop clinical skills, this advanced CNSS637 course works with the basic forms and practices of facilitating Body/Movement Observation and Assessment II (2.0) body- and movement-centered therapy and counseling sessions The second semester of a two-semester series in which students with individuals. The skills covered include working with resistance, begin to look at how the mind is expressed through the body. With emotional arousal, therapeutic transference/countertransference, basic body/movement observation and assessment concepts character strategy, relationship issues, and energy states. Examples and skills gathered in the first semester, the second semester will be given of how the skills apply in various settings to diverse places greater emphasis on deriving clinical meanings from these populations. Methods of instruction include in-class role-playing with observations. In particular, this course focuses on learning the supervision, relevant readings, reflection papers, and a final exam psychotherapeutic implications of developmental movement and that integrates the students' learning. Prerequisite: CNSS631. body patterning as they relate to the psychological perspectives of object relations, self-psychology, and attachment theory. This CNSS663 theory is viewed through the lenses of the Kestenberg Movement Family Systems: Methods of Family Therapy (2.0) Profile (KMP), Laban Movement Analysis (LMA), Body-Mind This course explores family systems theory and practice through Centering (TM)/Body-Mind Psychotherapy (BMC/BMP), and somatic, multicultural, social justice perspectives. Students work anatomical kinesiology. Additionally, students continue exploring experientially with genograms. the dynamic relationship between their own movement preferences and repertoires as they interface with those of others so that CNSS699 this awareness becomes a resource for effectively working with Independent Study: Somatic Counseling (0.0-4.0) transference and countertransference in psychotherapy. In both This course offering is an opportunity for students to engage in semesters, the process of observing the body and its movement in-depth, concentrated study with a particular faculty member patterns is approached from the integrative vantage points of for a semester. The design of study and course work is decided theoretical knowledge, practiced observation, and personal upon by the student and faculty member. Independent Studies will embodiment. Prerequisite: CNSS621. count for a standard 3 credits. If a variable credit (0.5 - 4 credits) Independent Study is desired, a student must receive additional CNSS646 approval. See the Independent Study Application for further details. Contemplative Practices for Somatic Counseling Contexts I (1.0) CNSS700 This course will explore contemplative practices and processes Assessment (3.0) from somatically based, social justice counseling perspectives. The Students are introduced to various historical and contemporary course includes how to work with oneself from places of stillness approaches to assessment and evaluation within the mental and movement, and how this informs and supports one's training as health delivery system. In particular, students learn the basic a body-based counselor and psychotherapist. elements of standardized and nonstandardized testing and assessment; key components of psychometric testing, including validity, reliability, and relevant statistical concepts; important ethical considerations related to clinical assessment; and multicultural perspectives on the development, selection, administration, and

10 Naropa Course Catalog 2019—2020 implementation of assessment and evaluation measures across resistance or therapeutic ambivalence, develop greater facility in common counseling environments. Throughout the course, students tracking transference and countertransference in the therapeutic develop an understanding of how to integrate clinical assessment relationship, and cultivate greater facility in working with clinical and evaluation tools into their diagnostic processes so that they interventions such as touch, imagery, music, rhythm, props, somatic are better able to craft therapeutic interventions using principles of tracking, and verbalizations to help clients move toward a further counseling, body psychotherapy, dance/movement therapy, and level of intrapsychic and interpersonal integration. Prerequisite: multicultural awareness. CNSS605.

CNSS710 CNSS790 Research and Program Evaluation (3.0) Counseling Practicum (3.0) An introduction to the field of research methods and program The purpose of this course is to provide a support forum for evaluation as they apply to counseling psychology and beginning dance/movement therapists and body psychotherapists psychotherapy. Topics include philosophical issues in research, to integrate the basic principles of working within the community including the importance of research, and opportunities and and the mental health care system from a body-centered, methodologies for conducting research in the counseling field. movement-oriented perspective. This course integrates academic Research methods including qualitative, quantitative, single-case, study and skills practice with community-based learning and offers action, and outcome-based are surveyed. Principles, models, and student support around internship placement issues, as well as applications of needs assessment, program evaluation, and use of structured clinical training. This course offers 1.5 hours of group findings to affect program modification are discussed. Technology, supervision during practicum placement each week. There is statistical methods, ethics and legal concerns, result reports, and a $150 special fee for a mandatory ASIST (Applied Suicide methodologies that centralize diversity and inclusion are also topics Intervention Skills Training), which takes place over one weekend of importance. of the semester. Prerequisite: Completion of 100-hour fieldwork placement. CNSS736 Current Methods and Skills in Psychotherapy (3.0) CNSS801 Major current approaches in psychotherapy theory and practice, Professional Counseling Orientation and Ethical Practice including Cognitive Behavior Therapy (CBT), Dialectic Behavior (3.0) Therapy (DBT), and Solution Focused Therapy are explored. A concluding seminar to help prepare the student for what to Students have the opportunity to examine how each of these expect after degree completion, the course focuses on ethical methods operates independently, as well as how they interface and legal issues, relationships to professional organizations, and with more traditional approaches. Students also begin to work with employment realities. Students develop awareness and skills in these approaches in a way that builds clinical skill development in ethical decision-making through review of professional and ethical alignment with a somatic psychotherapy orientation. codes, relevant legal statutes, and case scenarios. Students also prepare written theoretical frameworks and resumes and do CNSS751 mock interviews to assist them with postgraduate employment Group Counseling (3.0) and professional communication. American Dance Therapy Introduces beginning dance/movement therapists and body Association registry and general licensure issues are also discussed. psychotherapists to the skills they need to lead clinically focused Prerequisite: CNSS790. Somatic Counseling Psychology students groups. These skills include an understanding of group formation, only. the developmental stages of groups, group norms, multicultural, social justice issues in groups, methods for soliciting and integrating CNSS810 diverse member influences, styles of communication among group Career Development (3.0) members, group dynamics, group leadership styles, and group This course addresses career development theories, techniques, productivity. counseling, guidance, and education strategies. Topics include lifestyle issues, career selections, and counseling process, career CNSS756 transitions, leisure, retirement, and right livelihood. Students will Advanced Counseling Skills II: Diagnosis and Treatment in explore career development and related life factors, including the Clinical Mental Health (3.0) interactions between self, work, family, and the roles of gender and The objective of this course is to support students in refining the diversity in career development. In addition, students learn and basic elements of their therapeutic skill set in preparation for clinical become familiar with occupational and educational information placements. Focus for this class is on developing the basic skills sources and systems, effectiveness evaluation, and assessment of diagnosis, treatment planning, and case conceptualization for tools and resources. Attention is paid both to the students' personal counselors. The course will also include a basic introduction to experience and also to the implications for counseling others. the use of medication in mental health treatment by counselors. In Somatic Counseling students only. addition, several advanced clinical skills are also introduced. In particular, students refine their skills in identifying and working with

11 Naropa Course Catalog 2019—2020 CNSS823 THR702 Group Community Skills V (0.0) MFA Training Module III (12.0) Further practice of the skills and techniques covered in Group Community Skills I - IV, with an emphasis on students' professional THR722 development in group process and leadership. Somatic Counseling MFA Training Module IV (12.0) students only. Co-requisite: CNSD871 or CNSB871.

CNSS834 GRAD Transpersonal Coun Master's Paper Seminar I (1.0) CNSA569 This course prepares students to write a culminating scholarly paper Art Therapy Perspectives for non-Majors (2.0) that reflects the student's integrative and synthetic critical thinking in Providing a detailed survey of the field of art therapy, this course Somatic Counseling. Students choose to either write an extensive covers a wide range of topics and offers broad-based exposure case study taken from their internship, or a theoretical/research to the theory and practice of art therapy. MA only; BA seniors with paper formatted and submitted for publication in a professional instructor permission. journal. The course helps the student to select and refine a topic, review the existing literature, organize their writing, and begin CNSA600 working with an assigned reader. Prerequisite: CNSS710. Transpersonal Art Therapy Orientation Seminar (0.0) This orientation seminar is designed to give new students a CNSS835 thoughtful and appropriate introduction to their cohort and to the Master's Paper Seminar II (1.0) graduate Transpersonal Art Therapy program. This concentrated A continuation of CNSS834, designed to assist students in writing experience provides an opportunity for the incoming class to meet their master's project paper. Class content addresses the students' the art therapy faculty and academic advisor and to experience particular needs as the project develops. Particular emphasis is an introduction to the art therapy program. There is discussion on placed on scholarly writing and publication requirements. The how meditation is seated in the program, the academic standards course culminates in an oral presentation of the students' work expected within the program, and resources for succeeding in on Master's Paper Presentation Day, designed to be a capstone the program, including navigating the library, ways of thinking experience of the students' time in the program. Prerequisite: about diversity, contemplative education, and the importance of a CNSS834. personal artist identity. Required for Art Therapy students.

CNSS853 CNSA604 Group Community Skills VI (0.0) Foundations of Art Therapy: Studio and Practicum (3.0) Further practice of the skills and techniques covered in Group This course focuses on studio foundations in art therapy by Community Skills I - V, with an emphasis on students' professional investigating numerous in-class art assignments in conjunction with development in group process and leadership. Somatic Counseling a studio practicum. The studio foundations course work examines students only. Co-requisite: CNSB891 or CNSD891. practical applications of art therapy that focus on the therapeutic relationships and various artistic techniques that support change CNSS877 and transformation. Development of observation and therapeutic communication/counseling skills are stressed throughout the Extended Internship Placement (0.0) semester. The studio practicum material covers basic information CNSS882 on how to set up, manage, and fund an art studio. During the semester, students fulfill fifty service hours in the Naropa Community Extended Master's Project Paper (0.5) Art Studio. Active participation in socially engaged, community- Required for all Somatic Counseling students who have finished based arts, along with service-learning values, is a key aspect of the five semesters of course work and who have yet to finish their course. master's paper, this class is to be taken the fifth semester of study, and subsequent semesters, until the paper is completed. Somatic Counseling students only. CNSA624 Art Therapy Studio: Process and Materials (2.0) Art-based research combined with contemplative practice are GRAD Theater carefully integrated into the investigation of various art processes THR602 and materials throughout the semester. The open studio model MFA Ensemble Training Module I (12.0) is followed, allowing for students to practice mindfulness through process painting, drawing, and sculpture projects. Commitment to THR652 personal and transpersonal imagery is encouraged as an essential MFA Training Module II (12.0) part of understanding one's identity as an artist, the purpose of the therapeutic community, and contemplative models for practicing

12 Naropa Course Catalog 2019—2020 studio art therapy. Prerequisites: CNSA604 and CNSA634. TAT throughout the semester. Prerequisites: CNSA604 and CNSA634. only. TAT only.

CNSA631 CNSA734 Counseling & Helping Relationships I: Transpersonal Art Counseling for Child and Adolescent Populations: Therapy (3.0) Transpersonal Art Therapy (3.0) This course provides a general framework for understanding and This course provides an examination of the psychological, practicing counseling and consultation, including an understanding psychosocial, cultural, cognitive, creative, and spiritual development of counseling in a multicultural society. Crisis intervention and of children from birth through adolescence to age nineteen as suicide prevention models are introduced, including the use of it relates to the practice of counseling and art therapy. Through psychological first aid strategies. Counseling practice is founded on readings, discussion, practice sessions with children, experiential mindfulness and transpersonal perspectives that emphasize wellness exercises, and assignments, students focus on understanding and prevention as primary counseling goals. Other topics covered development and assessment, including art-based assessments, include a history of the profession, theoretical orientations (including attachment theory, approaches to treatment, cultural competency, family systems, ethics, and counseling skills), and the development and the practice of counseling and art therapy with a variety and stages of a therapeutic relationship. Videotaped practice of child and adolescent populations. TAT only. Prerequisite: sessions demonstrate the development of students' professional CNSA751. skills, knowledge, and personal growth, as well as their developing awareness of the relationship between self and other. CNSA751 Group Counseling: Transpersonal Art Therapy (3.0) CNSA634 This course addresses the theory and practice of group counseling History & Theory of Art Therapy (3.0) through various didactic and experiential methods. The following Students explore various historical and current theoretical trends counseling and art therapy topics are addressed throughout the in art therapy, focusing on the contributions of early pioneers and semester: group ethics; group dynamics and process; stages of contemporary practitioners. Various approaches to the practice group development; levels of intervention; curative factors of group of counseling and art therapy are highlighted (depth psychology, work; contemplative practice applications; group resistance and humanistic, Gestalt, cognitive/behavioral, phenomenological, defenses; cultural competency; termination practices; and the use developmental, archetypal) with specific attention devoted to of art-based interventions and processes for specific populations. models of contemplative and transpersonal art therapy, creativity, Additionally, special attention is devoted to the family as a group. future trends, and strategies to employ when looking at and Prerequisites: CNSA604, CNSA631, and CNSA634. TAT only. responding to artwork within the therapeutic relationship. TAT only. CNSA754 CNSA661 Counseling for Adult Populations: Transpersonal Art Counseling & Helping Relationships II: Transpersonal Art Therapy (3.0) Therapy (3.0) This course addresses clinical approaches to working with adult This course provides a general framework for understanding and populations from specific DSM-IV categories and with families. practicing counseling and consultation, including an understanding Each class offers a population-specific lecture, case material, and of counseling in a multicultural society. Crisis intervention and general art therapy interventions. Students have the opportunity to suicide prevention models are introduced, including the use of increase their understanding of art therapy assessment by engaging psychological first aid strategies. Counseling practice is founded on in dyad/studio sessions with each other. Organization of treatment mindfulness and transpersonal perspectives that emphasize wellness plans, session documentation, and assessment for adult populations and prevention as primary counseling goals. Other topics covered are examined. The family systems portion of the class offers an include a history of the profession, theoretical orientations (including overview of family systems theory and family art therapy. Students family systems, ethics, and counseling skills), and the development learn the basic concepts of systems theory, how to make Bowenian and stages of a therapeutic relationship. Videotaped practice and Minuchin maps, how families are organized and structured, sessions demonstrate the development of students' professional the life cycle of a family, and working with diverse family structures skills, knowledge, and personal growth, as well as their developing through cultural awareness. Prerequisite: CNSA661. awareness of the relationship between self and other. Prerequisite: CNSA631. CNSA790 Counseling Practicum (3.0) CNSA665 Required of all second-year students, the counseling practicum Civic Engagement Studio Practicum (0.0) provides for the continued development of counseling skills through A fifty-hour practicum that allows students to work with various fieldwork at a community agency with on-site consultation and groups from the local community in the Naropa Community Art supervision. The practicum is designed to provide a supportive Studio. Civic responsibility, service-learning values, and cultural/ and instructional forum for students' initial experiences working social interventions through art and the mentorship role are stressed with clients in community settings. Students also study ethical

13 Naropa Course Catalog 2019—2020 guidelines relating to the counseling profession. The course CNSA844 includes secondary group supervision to support the practicum Internship Studio Methods II (0.5) fieldwork experience. In secondary group supervision, students This course complements the work covered in Professional discuss professional and personal issues as they relate to their Counseling Orientation and Ethical Practice by using various studio development as beginning counselors. Discussion topics include methods and techniques to explore the fieldwork experience in client populations served, client transference and therapist terms of transference and countertransference, parallel process, countertransference, case presentations, agency structure and projective identification, ethics, and professional role identity. TAT organization, and community resources. Prerequisite: CNSA631, only. Prerequisite: CNSA824. CNSA661, and CNSA665. CNSA871 CNSA801 Internship I: Transpersonal Art Therapy (2.0) Professional Counseling Orientation & Ethical Practice I: Students work as art therapy interns for a minimum of 700 hours Transpersonal Art Therapy (3.5) in community agencies, hospitals, schools, and other institutions Professional Counseling Orientation and Ethical Practice provides according to AATA guidelines. At least 350 hours of direct an instructional, supportive forum for students practicing counseling client contact is supplemented by treatment team meetings, and art therapy in agency settings. One half of each class meeting documentation, clinical supervision, and in-service training. is devoted to case consultation and secondary supervision, in Prerequisites: CNSA790 and all required Art Therapy and addition to the primary supervisory responsibilities of the on-site Transpersonal Counseling courses. supervisor. Students study the ethical codes, legal, and advocacy considerations of counseling and art therapy, including: standards CNSA891 of practice and clients' rights; confidentiality and mandatory Internship II: Transpersonal Art Therapy (2.0) reporting; informed consent; assessment and treatment planning; A continuation of CNSA871. If one fails to successfully complete documentation and record keeping; boundary violations/dual this class, both Internship I and II must be retaken in sequence. TAT relationships; therapeutic technique and style; cultural competency; Only. transference and countertransference; and ownership of artwork. Students demonstrate the applied integration of theoretical material CNSM601 by preparing a written case study and regularly presenting case Gestalt I: Awareness (3.0) material during classes. Prerequisites: CNSA790 and all required The foundations of Gestalt awareness are explored experientially Art Therapy and Transpersonal Counseling courses. TAT only. with individual, dyadic, and group exercises. Central concepts of wholeness, present-centered awareness, self-responsibility, body CNSA802 awareness, contact, and boundary disturbances are introduced. Professional Counseling Orientation & Ethical Practice II: The basic form of a Gestalt experiment is demonstrated, and the Transpersonal Art Therapy (3.5) stages of the process are learned. Transpersonal roots, community This weekly seminar continues the discussion on professional building, and development of the I-Thou relationship as the basis of issues related to assessment, treatment planning, documentation, therapeutic work are emphasized. Program students only. clarification and application of theoretical orientation, transference and countertransference, and various legal and ethical topics. CNSM601E One half of each class meeting is devoted to case consultation Gestalt I: Awareness (3.0) and secondary supervision, in addition to the primary supervisory The foundations of Gestalt awareness are explored experientially responsibilities of the on-site supervisor. Throughout the semester, with individual, dyadic, and group exercises. Central concepts of students present case material, eventually formulating a coherent wholeness, present-centered awareness, self-responsibility, body case study to be presented at the department orals. If one fails to awareness, contact, and boundary disturbances are introduced. successfully complete this class, both professional seminars I and II The basic form of a Gestalt experiment is demonstrated, and the must be retaken together. Prerequisites: Successful completion of all stages of the process are learned. Transpersonal roots, community required Art Therapy and Transpersonal Counseling courses. TAT building, and development of the I-Thou relationship as the basis of only. therapeutic work are emphasized. Program students only.

CNSA824 CNSM631E Internship Studio Methods I (0.5) Counseling and Helping Relationships I (3.0) This course complements the work covered in Professional This course provides a general framework for understanding and Counseling Orientation and Ethical Practice by using various practicing counseling and consultation, including an understanding studio methods and virtual art techniques to explore the fieldwork of counseling in a multicultural society. Crisis intervention and experience in terms of transference and countertransference, suicide prevention models are introduced, including the use of parallel process, projective identification response, art-making, self- psychological first aid strategies. Counseling practice is founded on care, ethics, and professional role identity. TAT only. mindfulness and transpersonal perspectives that emphasize wellness and prevention as primary counseling goals. Other topics covered

14 Naropa Course Catalog 2019—2020 include a history of the profession; theoretical orientations, including CNSM751E family systems, ethics, and counseling skills; and the development Group Counseling: Lecture- Mindfulness-based and stages of a therapeutic relationship. Videotaped practice Transpersonal Counseling (1.0) sessions demonstrate the development of students' professional Working with groups is both an art and a science; therefore, skills, knowledge, and personal growth, as well as their developing this lecture course is taught in conjunction with CNSM752E, awareness of the relationship between self and other. an experiential course. This course teaches a combination of techniques drawn from Gestalt, existential, psychodynamic, systems, CNSM651 and other approaches to group therapy. Topics discussed include Gestalt II: Experiment (3.0) the following: general group theory; varieties of group therapy; Demonstrations of individual and group experiments are followed issues involved in starting a group; stages of group development; by didactic learning that further explores the central Gestalt levels of intervention in groups (interpersonal, intrapersonal, and themes. The concepts of organicity, figure-ground perceptual group); transference, countertransference, and authentic relatedness fields, polarities, top-dog/underdog, the four explosions, contact in groups; resistance and defenses in groups; use of dreams in boundary, and satisfaction/frustration are explored. The process of groups; group maintenance; multicultural issues in groups; and a therapeutic experiment is introduced, and students learn to identify closure exercises and experiences. Prerequisite: CNST661E. Co- stages of a Gestalt working. Students work under the supervision of requisite: CNSM752E. the teacher. If this class is not successfully completed, both Gestalt I and Gestalt II must be retaken together. Prerequisite: CNSM601. CNSM752 Group Counseling: Experiential- Mindfulness-based CNSM651E Transpersonal Counseling (2.0) Gestalt II: Experiment (3.0) In this course, students practice a combination of techniques Demonstrations of individual and group experiments are followed drawn from Gestalt, existential, psychodynamics, systems, and by didactic learning that further explores the central Gestalt other approaches to group therapy. Skills to be practiced and/ themes. The concepts of organicity, figure-ground perceptual or discussed follow the themes concurrently taught in CNSM751. fields, polarities, top-dog/underdog, the four explosions, contact Themes include general theory; varieties of group therapy; boundary, and satisfaction/frustration are explored. The process of group start-up issues; stages of group development; levels of a therapeutic experiment is introduced, and students learn to identify intervention in groups; transference, countertransference, and stages of a Gestalt working. Students work under the supervision of authentic relatedness; resistance and defenses; use of dreams; the teacher. If this class is not successfully completed, both Gestalt I group maintenance; multicultural issues; closure exercises, and and Gestalt II must be retaken together. Prerequisite: CNSM601E. experiences. Prerequisite: CNST661. Co-requisite: CNSM751.

CNSM661E CNSM752E Counseling & Helping Relationships II: Mindfulness-based Group Counseling: Experiential- Mindfulness-based Transpersonal Counseling (3.0) Transpersonal Counseling (2.0) In this course, students practice a combination of techniques CNSM691E drawn from Gestalt, existential, psychodynamics, systems, and Psychology of Meditation III (2.0) other approaches to group therapy. Skills to be practiced and/or discussed follow the themes concurrently taught in CNSM751E. CNSM751 Themes include general theory; varieties of group therapy; Group Counseling: Lecture- Mindfulness-based group start-up issues; stages of group development; levels of Transpersonal Counseling (1.0) intervention in groups; transference, countertransference, and Working with groups is both an art and a science; therefore, authentic relatedness; resistance and defenses; use of dreams; this lecture course is taught in conjunction with CNSM752, group maintenance; multicultural issues; closure exercises, and an experiential course. This course teaches a combination of experiences. Prerequisite: CNST661E. Co-requisite: CNSM751E. techniques drawn from Gestalt, existential, psychodynamic, systems, and other approaches to group therapy. Topics discussed include CNSM790E the following: general group theory; varieties of group therapy; Substance Use Disorders and Treatment (3.0) issues involved in starting a group; stages of group development; The physical, mental, emotional, and spiritual aspects of alcohol levels of intervention in groups (interpersonal, intrapersonal, and and drug dependency and other addictive behaviors are explored. group); transference, countertransference, and authentic relatedness Assessment, therapeutic techniques, intervention, and treatment in groups; resistance and defenses in groups; use of dreams in modalities are discussed. Students explore the contributions, as groups; group maintenance; multicultural issues in groups; and well as the strengths and weaknesses, of 12-step and other self- closure exercises and experiences. Prerequisite: CNST661. Co- help recovery groups. The interrelationships of alcohol and drug requisite: CNSM752. abuse and other addictive behaviors with attachment and bonding disruptions in early childhood and childhood trauma are also

15 Naropa Course Catalog 2019—2020 investigated. Lectures, guest lectures, discussions, role-play, and CNSM802E other experiential techniques are used. Internship Supervision and Professional Orientation II (1.0) Professional Orientation and Ethics II completes the learning CNSM801 experience of students enrolled in the internship placement. The Professional Counseling Orientation & Ethical Practice I: class is designed to provide an instructional and supportive forum Mindfulness-based (2.0) for students practicing counseling and psychotherapy in agency Professional Counseling Orientation and Ethical Practice I settings. The class provides an understanding of professional roles, supports the learning experience of students enrolled in the organizations, and credentialing. Students are exposed to the internship placement. The class is designed to provide an ethical, legal, and advocacy considerations of counseling. The instructional and supportive forum for students practicing counseling history and philosophy of the counseling profession are considered and psychotherapy in agency settings. The class provides in relation to current trends and case studies. We are concerned an understanding of professional roles, organizations, and with professional, theoretical, and personal issues related to the credentialing. Students are exposed to the ethical, legal, and internship, such as therapeutic technique and style, diversity issues, advocacy considerations of counseling. The history and philosophy transference, and countertransference. of the counseling profession are considered in relation to current trends and case studies. We are concerned with professional, CNSM803E theoretical, and personal issues related to the internship, such Internship Supervision and Professional Orientation III (2.0) as therapeutic technique and style, diversity issues, transference, This course is a continuation of CNSM802E. and countertransference. Prerequisite: CNST790. Must be taken concurrently with CNSM871. CNSM871 Internship I: Mindfulness-based Transpersonal Counseling CNSM801E (2.0) Internship Supervision and Professional Orientation I (1.0) The student works a total of 700 hours in community agency Professional Counseling Orientation and Ethical Practice I settings. Prerequisite: CNST790. supports the learning experience of students enrolled in the internship placement. The class is designed to provide an CNSM871E instructional and supportive forum for students practicing counseling Internship I: Mindfulness-based Transpersonal Counseling and psychotherapy in agency settings. The class provides (1.0) an understanding of professional roles, organizations, and The student works a total of 700 hours in community agency credentialing. Students are exposed to the ethical, legal, and settings. Prerequisite: CNST790E. advocacy considerations of counseling. The history and philosophy of the counseling profession are considered in relation to current CNSM890 trends and case studies. We are concerned with professional, Special Topics in Mindfulness-Based Transpersonal theoretical, and personal issues related to the internship, such as Counseling (2.0) therapeutic technique and style, diversity issues, transference, and A course with variable topics for Mindfulness-Based Transpersonal countertransference. Prerequisite: CNST790E. Must be taken Counseling in-residence students. Supplemental Course Description concurrently with CNSM871E. Fall 2019 Traditional Daoist comprises -based practices that cultivate the body and mind simultaneously. Outer CNSM802 qigong techniques strengthen the muscular-skeletal system --- joints, Professional Counseling Orientation & Ethical Practice II: muscles, tendons, bones, and the spinal column. Inner qigong Mindfulness-based (2.0) nourishes the internal organs and cultivates , or internal energy. Professional Orientation and Ethics II completes the learning Together, they support mental clarity, relaxation, and resilience. In experience of students enrolled in the internship placement. The each class, we will practice traditional qigong forms of movement class is designed to provide an instructional and supportive forum and stillness, and discuss their lineage origins and their effects on for students practicing counseling and psychotherapy in agency health and presence. This course covers the forms and principles of settings. The class provides an understanding of professional roles, Xiantienwujimen levels I-III. organizations, and credentialing. Students are exposed to the ethical, legal, and advocacy considerations of counseling. The CNSM891 history and philosophy of the counseling profession are considered Internship II: Mindfulness-based Transpersonal Counseling in relation to current trends and case studies. We are concerned (2.0) with professional, theoretical, and personal issues related to the A continuation of CNSM871. internship, such as therapeutic technique and style, diversity issues, transference, and countertransference. CNSM891E Internship II: Mindfulness-based Transpersonal Counseling (1.0) A continuation of CNSM871E.

16 Naropa Course Catalog 2019—2020 CNSM895E illness, aging, and bereavement. This class meets online for the full Internship III: Mindfulness-based Transpersonal Counseling semester with in-person meetings on 8/25, 11/3 and 12/8, 2019. (1.0) This course is a continuation of CNSM891E. CNST543 Human Sexuality (2.0) CNST504E Too often, sexuality suffers the same fate in therapy as it does in Meditation Practicum I (3.0) this culture: it is hidden, not to be discussed, treated as irrelevant. Drawing from both the Shambhala and Buddhist traditions, this Students examine issues related to sexuality that clients might course introduces students to the sitting practice and psychology bring to therapy, consciously or unconsciously. Students start by of meditation. In these traditions, sitting meditation is the most direct looking at what they as therapists bring to their work and explore means of training in mindfulness-awareness, which is the basis of personal and cultural aspects of sex, touch, intimacy, passion, the contemplative psychotherapy and healing. body, erotica and pornography, developmental issues, alternative lifestyles, transpersonal elements, and more. Guest speakers are CNST506 included. Jungian Dream Work (2.0) This course lays the foundation and develops an understanding CNST575 of Jungian dream work from both a theoretical and a practical Taming the Wild Horse: Riding the Energy of Emotions (2.0) perspective. Emphasis is placed on the practical use of dreams Learning to work with emotions can be challenging, even for in therapy and in one's own personal life. Students look at experienced meditators. This five-day residential rural group retreat the structure and process of dreams, objective and subjective is designed to strengthen meditative tools for understanding and interpretations, associations and amplifications complexes as seen healing emotional struggle. Especially applicable for people in dreams. working in the helping professions who wish to deepen compassion for self and others, the retreat includes "sending and taking" CNST510 meditation (); mindfulness-awareness sitting practice and the Chakras (2.0) (shamatha); contemplative interactive exercises; periods of silence; Chakra awareness is intrinsic to the ancient discipline of Hatha mindful eating practice; and outdoor walking meditation. Individual yoga. Modern day studies reveal how these centers are gateways meditation instruction as well as daily lectures and discussions are to understanding core imprints and fundamental aspects of our included. This retreat can be challenging because practicing with physical, emotional, and spiritual health. In this class, we practice emotions can be challenging. The instructor strongly recommends a gentle form of traditional yoga as we cultivate a felt sense of that participants have some prior meditation intensive experience the quality of flow of life force through each chakra. We learn (e.g., a weekend meditation program) prior to attending this retreat. to support the release and rebalancing of somatically held Extra fees apply. developmental patterns that no longer serve us. Class includes lecture and experiential exercises to enhance the relevance of this CNST596W practice for self-healing and enrichment. Special Topics in Transpersonal Counseling Psychology (1.0) Fall 2019 Supplemental Course Description Non-Suicidal Self- CNST521 Injury: Etiology, Diagnosis, and Treatment This course discusses Touching the Moment: Indelible Presence (2.0) current research and theory on nonsuicidal self-injury, including Mindfulness meditation---the art of "coming home to ourselves"---is studies on the etiology of this behavior. Attention will also be both a method of restoring our connection to the vitality of our own given to assessment and diagnosis, in line with the new diagnostic life, and a way to develop presence for our work with others. This framework for this disorder, as a condition for further study in five-day residential rural group retreat, appropriate for beginning the DSM-5. Evidence-based treatment approaches will also be as well as experienced meditators, includes shamatha sitting discussed. This course meets online for the full semester with in- meditation, contemplative movement practice, experiential person meetings the weekend of October 25-27, 2019. art, periods of silence, work practice, mindful eating, and outdoor walking meditation. Individual meditation instruction as well as daily CNST610 lectures and discussion are included. Extra fees apply. Social and Multicultural Foundations (3.0) This survey course explores the role of the counselor embedded CNST528 in the milieu of the social and cultural realities of society. Issues Counseling Loss, Grief, and Life Transitions (2.0) concerning work with families from diverse cultures are discussed, This class familiarizes the student with grief and transition theory including the counselor's role in social justice, advocacy and and trains them in individual and family grief counseling skills. Using conflict resolution, cultural awareness, the nature of biases, lecture, discussion, and experiential exercises, the class supports prejudices, processes of intentional and unintentional oppression students as they explore both their personal and family loss histories and discrimination, and other culturally supported behaviors that and develop a theoretical working basis for serving clients facing are detrimental to the growth of the human spirit, mind, or body.

17 Naropa Course Catalog 2019—2020 CNST610E tradition as a means of developing moment-to-moment awareness. Social and Multicultural Foundations (3.0) Methods for cultivating wakefulness within daily life situations are This survey course explores the role of the counselor embedded explored. in the milieu of the social and cultural realities of society. Issues concerning work with families from diverse cultures are discussed, CNST621E including the counselor's role in social justice, advocacy and Psychology of Meditation I: Mindfulness Training (3.0) conflict resolution, cultural awareness, the nature of biases, Mindfulness, the ability to be fully present, is essential for the skillful prejudices, processes of intentional and unintentional oppression counselor. This course introduces the practice of mindful and discrimination, and other culturally supported behaviors that (shamatha-vipashyana) sitting meditation drawn from the Buddhist are detrimental to the growth of the human spirit, mind, or body. tradition as a means of developing moment-to-moment awareness. Methods for cultivating wakefulness within daily life situations are CNST620 explored. Human Growth and Development (3.0) This course provides an advanced study of human development CNST625E from prenatal experience through the life span, including individual Mindful Chakra Yoga (0.5) and family development, and theories of learning and personality Chakra awareness is intrinsic to the ancient discipline of yoga. development, including current research of neurobiological Modern day studies reveal how these embodied energy centers behavior. Students develop an intellectual and theoretical are gateways to understanding physical, mental, emotional, and knowledge of human behavior, including an understanding spiritual well-being. We practice gentle Hatha yoga and cultivate a of developmental crisis, disability, exceptional abilities, and felt sense of the quality of life force through each chakra. psychopathology, as well as optimal wellness. Situational, cultural, and environmental factors that affect both normal and abnormal CNST631 behavior are explored, including effects of crisis, disasters, and Counseling and Helping Relationships I (3.0) other trauma-causing events. Theories and models of individual, This course provides a general framework for understanding and cultural, couples, family, and community resilience are covered. practicing counseling and consultation, including an understanding Theories and etiology of addictions, including strategies for of counseling in a multicultural society. Crisis intervention and prevention, intervention, and treatment are explored. Legal and suicide prevention models are introduced, including the use of ethical considerations are discussed throughout the course. Students psychological first aid strategies. Counseling practice is founded on deepen their understanding and use of human development in the mindfulness and transpersonal perspectives that emphasize wellness therapeutic setting. and prevention as primary counseling goals. Other topics covered include a history of the profession; theoretical orientations, including CNST620E family systems, ethics, and counseling skills; and the development Human Growth and Development (3.0) and stages of a therapeutic relationship. Videotaped practice This course provides an advanced study of human development sessions demonstrate the development of students' professional from prenatal experience through the life span, including individual skills, knowledge, and personal growth, as well as their developing and family development, and theories of learning and personality awareness of the relationship between self and other. development, including current research of neurobiological behavior. Students develop an intellectual and theoretical CNST631E knowledge of human behavior, including an understanding Counseling and Helping Relationships I (3.0) of developmental crisis, disability, exceptional abilities, and This course provides a general framework for understanding and psychopathology, as well as optimal wellness. Situational, cultural, practicing counseling and consultation, including an understanding and environmental factors that affect both normal and abnormal of counseling in a multicultural society. Crisis intervention and behavior are explored, including effects of crisis, disasters, and suicide prevention models are introduced, including the use of other trauma-causing events. Theories and models of individual, psychological first aid strategies. Counseling practice is founded on cultural, couples, family, and community resilience are covered. mindfulness and transpersonal perspectives that emphasize wellness Theories and etiology of addictions, including strategies for and prevention as primary counseling goals. Other topics covered prevention, intervention, and treatment are explored. Legal and include a history of the profession; theoretical orientations, including ethical considerations are discussed throughout the course. Students family systems, ethics, and counseling skills; and the development deepen their understanding and use of human development in the and stages of a therapeutic relationship. Videotaped practice therapeutic setting. sessions demonstrate the development of students' professional skills, knowledge, and personal growth, as well as their developing CNST621 awareness of the relationship between self and other. Psychology of Meditation I: Mindfulness Training (3.0) Mindfulness, the ability to be fully present, is essential for the skillful counselor. This course introduces the practice of mindful breathing (shamatha-vipashyana) sitting meditation drawn from the Buddhist

18 Naropa Course Catalog 2019—2020 CNST646 family systems, ethics, and counseling skills; and the development Contemplative Voice Work: Sounding the Body-Mind (2.0) and stages of a therapeutic relationship. Videotaped practice This course is designed to be primarily experiential in nature. Each sessions demonstrate the development of students' professional class begins with breathing and movement exercises, bringing skills, knowledge, and personal growth, as well as their developing awareness to the body and releasing habitual holding patterns awareness of the relationship between self and other. Prerequisite: that can inhibit vocal expression. The remainder of the class is CNST631E. spent in group, dyad, and individual work, exploring techniques for vocal expression, including sounding, toning, singing, and listening CNST663 as a way to access and express the full range of the authentic Family Systems (2.0) voice. Students explore countertransference issues connected with An entry-level examination of family process and family counseling. particular vocal qualities and will experiment with "shadow" (not Drawing from a systems approach, students learn how to shift their me) vocal sounds in order to develop a wider range of expression. focus from the individual to the dynamic interplay between members Previous experience with singing is not required. of a couple or family. Major schools of family therapy are studied. Experiential exercises and role-playing complement the theoretical CNST653 learning. Students explore their own family of origin as a ground for Authentic Movement/Transpersonal (2.0) working with others. Trauma in the family, such as child abuse and Authentic Movement, a self-directed movement process employing domestic violence, is also covered. Prerequisite: CNST620. the wisdom of the body as a pathway to awareness, provides direct experience of the individual and collective body as a vessel CNST663E for integration, healing, transformation, and creative process. This Family Systems (2.0) course explores the ground form of Authentic Movement: the mover, An entry-level examination of family process and family counseling. witness, and the relationship between them. Students explore their Drawing from a systems approach, students learn how to shift their own process while experiencing this therapeutic movement form. focus from the individual to the dynamic interplay between members Through learning how to increase the authenticity of presence, of a couple or family. Major schools of family therapy are studied. students explore the ground of the healing relationship. Authentic Experiential exercises and role-playing complement the theoretical Movement provides a model for life lived in authentic relationship to learning. Students explore their own family of origin as a ground for self, others, and community. working with others. Trauma in the family, such as child abuse and domestic violence, is also covered. Prerequisite: CNST620E. CNST661 Counseling and Helping Relationships II (3.0) CNST667E This course provides a general framework for understanding and Traditional Qigong: Cultivating Body and Mind (1.0) practicing counseling and consultation, including an understanding Traditional Qigong comprises lineage-based practices that cultivate of counseling in a multicultural society. Crisis intervention and the body and mind simultaneously. Outer qigong techniques suicide prevention models are introduced, including the use of strengthen the muscular-skeletal system---joints, muscles, tendons, psychological first aid strategies. Counseling practice is founded on bones, and the spinal column. Inner qigong nourishes the internal mindfulness and transpersonal perspectives that emphasize wellness organs and cultivates qi, or internal energy. Together, they support and prevention as primary counseling goals. Other topics covered mental clarity, relaxation, and resilience. In each class, we will include a history of the profession; theoretical orientations including practice traditional qigong forms of movement and stillness, family systems, ethics, and counseling skills; and the development and discuss their lineage origins and their effects on health and and stages of a therapeutic relationship. Videotaped practice presence. sessions demonstrate the development of students' professional skills, knowledge, and personal growth, as well as their developing CNST670 awareness of the relationship between self and other. Prerequisite: Transpersonal Psychology (3.0) CNST631. An introduction and examination of central concepts, theories, practices, and applications of transpersonal psychology. The on- CNST661E campus sections are designed for students in the transpersonal Counseling and Helping Relationships II: Mindfulness-based counseling programs. These sections extend counseling and Transpersonal Counseling (3.0) psychology into transpersonal areas. The theories of the central This course provides a general framework for understanding and figures in the field are discussed and compared, as well as the practicing counseling and consultation, including an understanding roots of transpersonal psychology in the world wisdom traditions of counseling in a multicultural society. Crisis intervention and and multicultural considerations. Students learn counseling suicide prevention models are introduced, including the use of applications of transpersonal psychology. The online section of this psychological first aid strategies. Counseling practice is founded on course explores foundations of transpersonal psychology and its mindfulness and transpersonal perspectives that emphasize wellness applications to meditation, ritual, ecopsychology, psychological and prevention as primary counseling goals. Other topics covered research, multicultural diversity, and other areas. All sections blend include a history of the profession; theoretical orientations including intellectual exploration, practice, and self-reflection.

19 Naropa Course Catalog 2019—2020 CNST670E CNST699 Transpersonal Psychology (3.0) Independent Study: Transpersonal Counseling (0.5-4.0) An introduction and examination of central concepts, theories, This course offering is an opportunity for students to engage in in- practices and applications of transpersonal psychology. The on- depth, concentrated study with a particular faculty member for campus sections are designed for students in the transpersonal a semester. The design of study and course work are decided counseling programs. These sections extend counseling and upon by the student and faculty member. Independent Studies will psychology into transpersonal areas. The theories of the central count for a standard 3 credits. If a variable credit (0.5 - 4 credits) figures in the field are discussed and compared, as well as the Independent Study is desired, a student must receive additional roots of transpersonal psychology in the world wisdom traditions approval. See the Independent Study Application for further details. and multicultural considerations. Students learn counseling applications of transpersonal psychology. The online section of this CNST700 course explores foundations of transpersonal psychology and its Assessment (3.0) applications to meditation, ritual, ecopsychology, psychological An overview of individual and group approaches to assessment research, multicultural diversity, and other areas. All sections blend and evaluation, as these have developed historically from a intellectual exploration, practice, and self-reflection. traditional educational and psychological perspective through a more focused counseling perspective, with suggested applications CNST671 appropriate for transpersonal and contemplative practitioners. The Psychology of Meditation II: Applications to Counseling course covers basic topics of standardized and non-standardized (2.0) testing and other assessment techniques, including inventories, This course builds on the foundation provided by CNST621. Topics observations, and computer-managed methods. Topics include presented through lectures and readings deepen the understanding psychometric statistics, factors related to the assessment and of essential principles of meditative awareness. The specific focus evaluation of individuals, groups, and special populations, case of the course is the way meditation can support the counseling conceptualization, assessment, and diagnosis. Ethical and legal relationship. considerations are integrated throughout the course. Issues of diversity related to development of and selection of assessment CNST671E instruments are also explored. Course fee. Psychology of Meditation II: Applications to Counseling (2.0) CNST700E This course builds on the foundation provided by CNST621E. Assessment (3.0) Topics presented through lectures and readings deepen the An overview of individual and group approaches to assessment understanding of essential principles of meditative awareness. The and evaluation, as these have developed historically from a specific focus of the course is the way meditation can support the traditional educational and psychological perspective through a counseling relationship. more focused counseling perspective, with suggested applications appropriate for transpersonal and contemplative practitioners. The CNST673 course covers basic topics of standardized and non-standardized Jungian Psychology: Transpersonal Foundations and Central testing and other assessment techniques, including inventories, Concepts (3.0) observations, and computer-managed methods. Topics include C.G. Jung, arguably the first transpersonal psychologist, presented psychometric statistics, factors related to the assessment and a complex model of the psyche, including the ego and its evaluation of individuals, groups, and special populations, case relationship to the unconscious and what he called the Self, which conceptualization, assessment, and diagnosis. Ethical and legal is the transpersonal component of the psyche. This course, blending considerations are integrated throughout the course. Issues of Jungian transpersonal theory with applied clinical methods, diversity related to development of and selection of assessment examines these core precepts and other central tenets of Jung's instruments are also explored. This course covers the same material analytic psychology. Art therapy students can choose between and has the same goals, learning outcomes, and assessment either this class or CNST670. Prerequisites for art therapy students: process as the on-campus version of the course. It is delivered in a CNSA604 and CNSA634. Prerequisite for counseling track hybrid format, partially online and partially in-residence. students: CNST670. CNST704 CNST674E Transforming Addictions (2.0) Body Awareness (0.5) The physical, mental, emotional, and spiritual nature of alcohol Students engage in contemplative practices that are intended to and drug dependency and other addictive behaviors is explored. increase their awareness of and relationship with their bodies. Assessment, therapeutic techniques, intervention, and in-patient These may include traditional practices such as yoga or Taijiquan, and out-patient treatment are discussed. Students explore the or other contemplative body-based practices. Each year a different contributions, as well as the strengths and weaknesses, of 12-step guest instructor will be invited to engage the students in a body- and other self-help recovery groups. The interrelationship of alcohol based contemplative practice. and drug abuse and other addictive behaviors with attachment and

20 Naropa Course Catalog 2019—2020 bonding disruptions in early childhood and childhood trauma is development. Ethical and legal considerations, career development also investigated. Lectures, guest lectures, discussions, role-play, and programming and evaluation, occupational and labor market other experiential techniques are used. information, and web-based resources are studied.

CNST710 CNST720 Research and Program Evaluation (3.0) Meditation Practicum I: Cultivating Awareness (1.0) This course is an introduction to the field of research methods and This course is designed to support students in continuing the program evaluation as they apply to counseling psychology and practice of mindfulness-awareness meditation begun in CNST621. psychotherapy. Topics include philosophical issues in research, Specific topics include applications of mindful-awareness to including the importance of research, and opportunities and creativity, healing, and social action. Students meet in small groups difficulties of conducting research in the counseling field. Research for sitting and walking meditation sessions and discussion. Individual methods including qualitative, quantitative, single-case, action, and meditation instruction is provided. Prerequisite: CNST621. Materials outcome-based are surveyed. Principles, models, and applications fee. of needs assessment, program evaluation, and use of findings to affect program modification are discussed. Technology, statistical CNST720E methods, ethics and legal concerns, result reporting, and diversity Meditation Practicum I: Cultivating Awareness (1.0) are also topics of importance. This course is designed to support students in continuing the practice of mindfulness-awareness meditation begun in CNST621E. CNST710E Specific topics include applications of mindful-awareness to Research and Program Evaluation (3.0) creativity, healing, and social action. Students meet in small groups This course is an introduction to the field of research methods and for sitting and walking meditation sessions and discussion. Individual program evaluation as they apply to counseling psychology and meditation instruction is provided. Prerequisite: CNST621E. psychotherapy. Topics include philosophical issues in research, including the importance of research, and opportunities and CNST730 difficulties of conducting research in the counseling field. Research Incest and Child Abuse (1.0) methods including qualitative, quantitative, single-case, action, and An introduction to working with clients who have the experience outcome-based are surveyed. Principles, models, and applications of sexual abuse or incest in their history. We look at the definition, of needs assessment, program evaluation, and use of findings to assessment, history, causes, effects, and treatment of sexual abuse affect program modification are discussed. Technology, statistical and incest. Students explore their own process, the process of the methods, ethics and legal concerns, result reporting, and diversity client, and the process of healing in this area from both a personal are also topics of importance. and systemic perspective.

CNST711 CNST740 Career Development (3.0) Diagnostic Psychopathology (2.0) This course addresses career counseling, career planning, and An advanced overview of clinical thinking, perspective, and adult transition from a holistic and transpersonal point of view. comprehension related to assessment, diagnosis, and treatment Students learn the central theories of career development. Key planning tasks required of a psychological professional working assessment instruments for life/career planning and decision- with clients representing a wide range of distress, disorders, mental making are reviewed. Career counseling skills and processes are illness, life crises, spiritual dilemmas, personal and developmental explored, including those applicable to specific populations. The transitions, and sociocultural challenges. course explores the interrelationships between work, family, and other life roles, including the role of diversity and gender in career CNST740E development. Ethical and legal considerations, career development Diagnostic Psychopathology (2.0) programming and evaluation, occupational and labor market An advanced overview of clinical thinking, perspective, and information, and web-based resources are studied. comprehension related to assessment, diagnosis, and treatment planning tasks required of a psychological professional working CNST711E with clients representing a wide range of distress, disorders, mental Career Development (3.0) illness, life crises, spiritual dilemmas, personal and developmental This course addresses career counseling, career planning, and transitions, and sociocultural challenges. adult transition from a holistic and transpersonal point of view. Students learn the central theories of career development. Key CNST753 assessment instruments for life/career planning and decision- Diagnostic Psychopathology II (1.0) making are reviewed. Career counseling skills and processes are This course addresses adult development, family material, and explored, including those applicable to specific populations. The clinical approaches to case conceptualization when working course explores the interrelationships between work, family, and with various adult populations from specific DSM categories. other life roles, including the role of diversity and gender in career Population-specific lectures address case material and clinical

21 Naropa Course Catalog 2019—2020 counseling/art therapy interventions. Organization of treatment CNST775E plans, treatment implementation, documentation methods, adult Advanced Topics in Transpersonal Psychology (2.0) development, cultural competency, and assessment for adult This course serves as an intermediate and advanced examination populations are examined throughout the semester. Prerequisite: of central concepts, theories, practices, and applications of CNST740. Materials fee. transpersonal psychology. In particular, students are exposed to intermediate and advanced models of assessment, clinical case CNST753E conceptualization, and treatment methods to enhance their clinical Diagnostic Psychopathology II (1.0) effectiveness. Students will learn how to assess and formulate This course addresses adult development, family material, and a case using methods of mind/body assessment. Students will clinical approaches to case conceptualization when working with also practice using new clinical skills such as self-hypnosis and various adult populations from specific DSM categories. Population- training. It is delivered in a hybrid format, partially specific lectures address case material and clinical counseling/art online and partially in-residence. therapy interventions. Organization of treatment plans, treatment implementation, documentation methods, adult development, CNST780 cultural competency, and assessment for adult populations are Therapy with Children - Adolescents (2.0) examined throughout the semester. This course focuses on essentials of therapy with children, adolescents, and the family system in which they live. Students have CNST763 the opportunity to explore and practice directive and non-directive Gestalt Therapy and Breathwork (1.0) treatment interventions while examining issues such as emotional Inhalation and exhalation, expansion and contraction, emulate age, nervous system regulation, and brain development. The the movement of all life. In Gestalt theory, we utilize breath in therapist's role and use of mindfulness, emotional congruence, and awareness and in deepening the experiment. This class explores attunement are also addressed. Students have the opportunity to Gestalt theory and the use of breath in dealing with resistance, explore specific topics such as aggression, art, sand, puppets, and bringing about emotional presence, sustaining life's vitality, family play. Adoption, ADD and ADHD, trauma, sensory processing energizing, and bringing about calmness. issues, addiction/cutting, and other issues commonly related to children and teens are also covered. Prerequisite: CNST620. CNST770 Meditation Practicum II: Developing Compassion (1.0) CNST782W The development of compassion as the basis of the counseling Approaches to Couples Counseling (1.0) relationship is explored in this course through the practice of tonglen Intensive two-day workshop featuring various methods of couples (exchange of self and other) from the Buddhist tradition. Specific counseling: Imago; existential; Gottman; object relations; and other topics include the application of tonglen to the healing process, approaches. One approach will be featured each semester--- death and bereavement, social action, and preventing burnout. topics to be announced. Both didactic information and experiential Group sessions of sitting and walking meditations, discussions, and exercises are presented, including concrete and effective tools for individual instruction are provided. working with couples. Students gain confidence in their ability to understand and deal with relationship dynamics, including their CNST770E origins in early childhood. Prerequisite: CNST631. Meditation Practicum II: Developing Compassion (1.0) The development of compassion as the basis of the counseling CNST790 relationship is explored in this course through the practice of tonglen Counseling Practicum (3.0) (exchange of self and other) from the Buddhist tradition. Specific Required of all second-year students, the counseling practicum topics include the application of tonglen to the healing process, provides for the continued development of counseling skills through death and bereavement, social action, and preventing burnout. fieldwork at a community agency with on-site consultation and Group sessions of sitting and walking meditations, discussions, and supervision. The practicum is designed to provide a supportive individual instruction are provided. and instructional forum for students' initial experiences working with clients in community settings. Students also study ethical CNST771 guidelines relating to the counseling profession. The course Marriage and Couples Therapy (2.0) includes secondary group supervision to support the practicum This class focuses on developing a working knowledge of marriage fieldwork experience. In secondary group supervision, students therapy using different models, with emphases on diversity and discuss professional and personal issues as they relate to their Jungian couples therapy, as well as neurobiology and gender development as beginning counselors. Discussion topics include research. Students are asked to draw from their own knowledge as client populations served, client transference and therapist they prepare to support working couples. This course meets online countertransference, case presentations, agency structure and for the full semester with in-person meetings on 8/24, 12/7, and organization, and community resources. Prerequisite: CNST661 or 12/8, 2019. CNSW661.

22 Naropa Course Catalog 2019—2020 CNST790E practice, students engage in several periods of extended silent Counseling Practicum (3.0) activity in order to deepen mindfulness in wilderness settings. WT Required of all second-year students, the practicum provides for only. the continued development of counseling skills through fieldwork at a community agency with on-site consultation and supervision. CNSW629 The practicum is designed to provide a supportive and instructional Family Systems Interventions: Equine-Assisted Settings (2.0) forum for students' initial experiences working with clients in This course examines the clinical applications of family systems community settings. Students also study ethical guidelines relating and theoretical knowledge in wilderness therapy, with a focus on to the counseling profession. The course includes secondary group equine-assisted settings. Students experience various interventions supervision to support the practicum fieldwork experience. In and develop skill through hands-on practice. Specific family issues secondary group supervision, students discuss professional and (e.g. divorce, blended families, abuse) are explored using family personal issues as they relate to their development as beginning systems approaches. Students select one family therapy approach counselors. Discussion topics include client populations served, for more in-depth study. WT only. client transference and therapist countertransference, case presentations, agency structure and organization, and community CNSW631 resources. Prerequisite: CNST661E or CNSM661E. Counseling & Helping Relationships I: Transpersonal Wilderness Therapy (3.0) CNST791 This course provides a general framework for understanding and Advanced Child and Adolescent Therapy (1.0) practicing counseling and consultation, including an understanding This advanced course for working with children, adolescents, and of counseling in a multicultural society. Crisis intervention and their families focuses on turning the theory of previous classes suicide prevention models are introduced, including the use of into the practical. Many case studies and demonstrations with psychological first aid strategies. Counseling practice is founded on class members as family members are used. Students receive mindfulness and transpersonal perspectives that emphasize wellness the opportunity to practice with other students as well as present and prevention as primary counseling goals. Other topics covered their own "cases." The instructor uses a model that integrates include a history of the profession; theoretical orientations, including developmental process, Gestalt, psychodrama, and family therapy. family systems, ethics, and counseling skills; and the development Prerequisite: CNST780. and stages of a therapeutic relationship. Videotaped practice sessions demonstrate the development of students' professional CNST877 skills, knowledge, and personal growth, as well as their developing Extended Internship Placement (0.5) awareness of the relationship between self and other. WT only. The purpose of this course is to provide continued clinical support and guidance to students who have not completed their required CNSW661 clinical internship hours. This course is required for any student who Counseling & Helping Relationships II: Transpersonal has completed CNSM871 or CNSA871, and is enrolled in (or has Wilderness Therapy (3.0) completed) CNSM891 or CNSA891, but has more than 50 hours In the second semester of this yearlong course, students continue to left of clinical internship to complete by the last day of classes in the gain a framework for understanding and practicing counseling and spring semester. consultation, including counseling in a multicultural society. Crisis intervention and suicide prevention models are introduced, including CNSW609 the use of psychological first aid strategies. Counseling practice Wilderness Therapy Intensive: Introduction to Wilderness is founded on mindfulness and transpersonal perspectives that Therapy (2.0) emphasize wellness and prevention as primary counseling goals. This course will examine the distinct disciplines that define Other topics covered include a history of the profession; theoretical Wilderness Therapy in the Transpersonal Counseling program. We orientations, including family systems, ethics, and counseling skills; explore how diverse disciplines can be combined in an effective and the development and stages of a therapeutic relationship. counseling model that serves people and environment. Students Videotaped practice sessions demonstrate the development of gain understanding of how their personalities and experience students' professional skills, knowledge, and personal growth, as influence their role as therapists. The class format is a combination well as their developing awareness of the relationship between self of experiential activities, lectures, discussion, and reflection. WT and other. WT only. Prerequisite: CNSW631. only. CNSW707 CNSW627 Special Populations Interventions: Wilderness Therapy Contemplative Perspectives & Practice (1.0) Settings (2.0) This course supports students in continuing their training in This course explores therapeutic interventions, primarily from mindfulness practice and explores the use of contemplative practice adventure therapy and ecotherapy. Focus is on issues related to in the context of personal development and working with others, trauma and addictions/substance abuse. We examine various particularly in wilderness settings. In addition to group sitting models of addiction recovery, specifically as they apply to diverse

23 Naropa Course Catalog 2019—2020 populations. Learning happens initially through demonstration and assessment instruments and techniques for life/career planning participation, followed by students practicing with peers. WT Only. and decision-making are reviewed. Career counseling skills and processes are explored, including those applicable to specific CNSW708 populations. The course explores the interrelationships between Outdoor Skills: Ropes Course (2.0) work, family, and other life roles, including the role of diversity and Students learn and practice basic outdoor skills for backcountry gender in career development. Ethical and legal considerations, travel and camping, review physical and emotional risk- career development programming and evaluation, occupational management techniques, and learn how to logistically prepare and labor market information, and web-based resources for career food and gear for an expedition. Students learn the use of information systems are studied. Prerequisite: CNSW711. WT only. Ropes Courses as a modality for therapeutic growth. Prerequisite: CNSW661. CNSW743 Transitions Throughout the Life Span (3.0) CNSW711 This course provides a clinical foundation for working with Career Development I: Transpersonal Wilderness Therapy individuals through major life transitions. The modality of rites of (1.5) passage, its appropriateness with both adolescent and adult clients, This course addresses career counseling, career planning and and its cross-cultural dimensions are a focus. Students gain firsthand development, and adult transition from a holistic and transpersonal experience with ceremony, ritual, expressive arts, and vision fasts in point of view. Students learn the central theories of career natural settings as modalities for addressing transitions. WT only. development. Key assessment instruments and techniques for life/career planning and decision-making are reviewed. Career CNSW751 counseling skills and processes are explored, including those Group Counseling: Transpersonal Wilderness Therapy (2.0) applicable to specific populations. The course explores the This course provides theoretical and experiential understandings interrelationships between work, family, and other life roles, of group purpose, development, dynamics, counseling theories, including the role of diversity and gender in career development. approaches, methods, and skills. Studies include comparative Ethical and legal considerations, career development programming models, evaluation methods, research, professional preparation, and evaluation, occupational and labor market information, and ethical and legal considerations, and applications for working web-based resources for career information systems are studied. creatively in outdoor and wilderness settings. WT only. WT only. CNSW761 CNSW719 Group Counseling II: Transpersonal Wilderness Therapy Ecopsychology: Transpersonal Perspectives (2.0) (3.0) This course examines the field of ecopsychology through a In the second semester, this yearlong course provides further transpersonal lens. Major themes of ecopsychology are explored, theoretical and experiential understanding of group purpose, including how culture and social structures influence the human/ development, dynamics, counseling theories, approaches, methods, nature relationship, disconnection from the natural world, practices and skills. Studies include comparative models, evaluation methods, for reestablishing and deepening our connection with the research, professional preparation, ethical and legal considerations, natural world, and ecotherapy. Students are exposed to diverse and applications for working creatively in outdoor and wilderness perspectives in the field and are asked to develop and articulate settings. Prerequisite: CNSW751. WT only. their own point of view. WT only. CNSW790 CNSW728 Counseling Practicum (3.0) Person, Plants, and Land: Horticulture Therapy (2.0) This course provides students secondary group supervision and This course focuses on the therapeutic modality of Horticulture as ethical training to support the counseling practicum. Required a tool for growth and healing. Topics include use of plants and of all second-year students, the counseling practicum provides gardening in therapeutic settings, food justice and equity, and for the continued development of counseling skills through themes of geography and land as related to personal history and fieldwork at a community agency with on-site consultation and psychology. supervision. The practicum is designed to provide a supportive and instructional forum for students' initial experiences working CNSW731 with clients in community settings. In this course, students also Career Development II: Transpersonal Wilderness Therapy study ethical guidelines relating to the counseling profession. (1.5) Students discuss professional and personal issues as they relate In the second semester of this yearlong course, students continue to their development as beginning counselors. Discussion topics to gain an understanding of career development. This course include client populations served, client transference and therapist addresses career counseling, career planning and development, countertransference, case presentations, agency structure and and adult transition from a holistic and transpersonal point of view. organization, and community resources. Prerequisite: CNST661. Students learn the central theories of career development. Key WT only.

24 Naropa Course Catalog 2019—2020 CNSW801 through meaningful opportunities to speak, listen, read, and write in Professional Counseling Orientation & Ethical Practice I: Spanish. Grammar and vocabulary will be taught and reinforced Wilderness Therapy (2.5) through repetition, interactive activities, and an important listening This course supports the learning experience of students enrolled component. As Frantz Fanon said, "To speak a language is to take in internship placement. The class is designed to provide an on a world, a culture." This course, therefore, views language and instructional and supportive forum for students practicing counseling culture as inseparable and teaches students to examine their own in agency settings. The class provides an understanding of and diverse cultures with curiosity, humility, and empathy. Students professional roles, organizations, and credentialing. Students are will explore issues of language bias, cultural competence, and exposed to the ethical, legal, and advocacy considerations of cross-cultural communication. Cultural aspects of Latin America counseling. The history and philosophy of the counseling profession and Spain will be included in the lessons through readings, films, are considered in relation to current trends and case studies. Focus presentations, and discussion. is on professional, theoretical, and personal issues related to the internship, such as therapeutic technique and style, diversity issues, COL250 transference, and countertransference. Prerequisite: CNST790. WT Spanish II: Language in the Real World (3.0) only. !Bienvenidos! This course is designed to teach students with at least 1 level of Spanish mastery to develop speakers from CNSW802 beginning proficiency to intermediate. Students will master Professional Counseling Orientation & Ethical Practice II: grammar, vocabulary, and communication competencies at the Wilderness Therapy (2.5) level needed to use Spanish in the real world. Students learn In the second semester of this yearlong course, students continue strategies to understand and make themselves understood even to receive support in the internship placement. This course is though they are not fully fluent. Cross-cultural communication, designed to provide an instructional and supportive forum for cultural competence, and issues of social justice having to do with students practicing counseling in agency settings. The class language and culture are integral to the course. Cultural aspects provides an understanding of professional roles, organizations, of Latin America and Spain will be included in the lessons through and credentialing. Students are exposed to the ethical, legal, readings, films, presentations, and discussion. Prerequisite: COL150. and advocacy considerations of counseling. The history and philosophy of the counseling profession are considered in relation EDU150 to current trends and case studies. Focus is on professional, Foundations of Education for a Diverse Society (3.0) theoretical, and personal issues related to the internship, such as In this course, we survey theories and practices in education therapeutic technique and style, diversity issues, transference, and in the U.S. based on analyses of current practices and future countertransference. WT only. Prerequisite: CNSW801. projections. The course includes an introduction to the history of education; educational philosophies; effective teaching, schools, CNSW871 and curricula; and social, political, and economic forces that Internship I: Transpersonal Wilderness Therapy (2.0) shape contemporary schooling. Coursework includes readings, The student works a total of 700 hours in community agency lectures, dialog, simulations, guest speakers, semester-long tutoring settings. Co-requisite: CNSW801. WT Only. at an educational facility, written analyses of fieldwork data, peer teaching in class, and experiential teaching and learning in an CNSW881 outdoor classroom. Must receive a "B" or better to be accepted Nature-Based Facilitation Experience (0.0) into the Teacher Preparation Program. Includes practicum hours. This course supports Transpersonal Wilderness Therapy students Cross-listed as EDU510. who are completing their required 150-hour nature-based facilitation experience in an approved setting. Students must have EDU220 sucessfully completed all 2nd year classes to enroll. WT only. Theories, Strategies, and Assessment for CLD Students K-12 (3.0) CNSW891 Combining contemplative pedagogy with explicit strategies for Internship II: Transpersonal Wilderness Therapy (2.0) teaching all levels of Culturally and Linguistically Diverse (CLD) A continuation of CNSW871. Co-requisite: CNSW802. WT only. students, this course introduces students to how to be successful by using tested methods and strategies. This course emphasizes "sheltering strategies" and students practice teaching content GRAD/UNDG Elementary Edu area subject matter and literacy skills using the SIOP (Sheltered COL150 Instruction Observation Protocol) model. This course addresses the Spanish I: Language and Cultural Literacy (3.0) most current CLD WIDA standards, different educational programs !Bienvenidos! This course is designed to teach students without available for CLD students, the effectiveness of those programs, prior experience or students with limited experience, the essentials parental and community involvement, and introduces theories of of the Spanish language so that students can use Spanish in SLA. Must receive a "B" or better to be accepted into the "Teacher the real world. Students will master grammar and vocabulary

25 Naropa Course Catalog 2019—2020 Licensure Program". Includes practicum hours. Cross-listed as EDU315 EDU520. Math for Teachers: Content, Curriculum, and Mathematics Education (3.0) EDU245 This class is designed to provide teacher licensure candidates with Multicultural Education and Contemplative Critical an introduction to math content PreK - 6, curriculum, and methods in Pedagogy (3.0) mathematics education. This course investigates curriculum projects This course helps students make sense of their world and make and specific methods and strategies for teaching mathematics sense of themselves in relationship to their world. Since students aligning with the Common Core Standards. In addition to exploring are both subjects and objects of education, they are the learner, math content, historical trends, standards, and pertinent research teacher, and the researcher. Through the study of critical pedagogy in mathematics education, this seminar focuses on teaching math and multicultural education theory, this class explores the questions across content areas, project-based and contextualized math of what education can be, develops skills to uncover what instruction, and teaching mathematics to diverse learners. Students education actually is, and deepens students' understanding of are actively involved in the process of instruction by utilizing content, the contradictions that have shaped their own and other people's methods, and curriculum being considered. Includes practicum consciousness. This course deepens students' appreciation of hours. Cross-listed as EDU515. inquiry through literary review and discussion and increases their ability to recognize the ways in which power operates to create EDU325 oppressive conditions for some groups and privilege for others. Secondary Literacy: Content, Methods, and Assessment Through critical thinking, reading, and writing, students examine and (3.0) challenge the more commonly held views of education, learning, Content literacy for adolescent learners continues to prove and teaching. Must receive a "B" or better to be accepted into the problematic for students and teachers across subject areas. Learners "Teacher Licensure Program". Includes practicum hours. Cross-listed in this course build background knowledge and apply instructional as EDU548. strategies and assessments designed to promote students' success as readers, writers, speakers, and listeners in middle school and EDU300 high school classrooms, with a particular focus on underperforming Nature and Education (3.0) students and English language learners. Cross-listed as EDU525. This course contributes to broadening and deepening student understanding of the relationship between nature and education. EDU330 The scope, scale, trends, and implications of nature and education Holistic Teaching Traditions (3.0) in classroom practices, pedagogy, and curriculum are theoretically During this course, students encounter some of the most important and experientially examined and practiced. This course will contemporary holistic and contemplative approaches to teaching research topics such as: How contact with natural settings, animals, young children. Study focuses primarily on the contemplative and other natural objects or phenomena influence the development, traditions of Shambhala, Montessori, Waldorf, Reggio Emilia, and identity, and well-being of children; how nature experiences can others. On-site observations are made in schools that use these positively impact children's social, emotional, and behavioral approaches. Students explore and compare these traditions to functioning; and developmentally appropriate ways to address enhance their development as teachers. Through this process, environmental interests or concerns with children. The course work students begin to incorporate personally meaningful aspects of will draw attention to various forms of biology, botany, diversity, these traditions into their own emerging and unique teaching styles. socioeconomic class, and culture as they relate to the social Sitting meditation requirement. Prerequisite: EDU245. construction of, and access to, nature. Cross-listed as EDU552. EDU340 EDU310 Linguistics for Teachers of CLD Students K-12 (3.0) Kindergarten Magic: ECE Curriculum Development (3.0) Students explore theories of first and second language acquisition An opportunity for teachers of young children to focus on the artistry and discover how these theories have impacted different teaching and essential skills of being a preschool or kindergarten teacher. methodologies. Students also study the form and function of the Movement, story, song, crafts, puppetry, circle time, and painting English language and practice methods of teaching the English are explored as part of the early childhood curriculum. Students language to speakers of other languages. This course is designed create an environment for each other to work with those skills and to meet state requirements for the Culturally Linguistically Diverse discover their own creative impulse in relationship to sharing the (CLD) endorsement. Includes practicum hours. Cross-listed as magic, while learning to develop an early childhood curriculum. EDU540. Prerequisite: EDU245. EDU345 Elementary Literacy I: Foundations of Reading (3.0) Using a contemplative approach to literacy, this course investigates children's literacy development with a focus on grades K-3. This course provides understanding of the theories and historical

26 Naropa Course Catalog 2019—2020 context of early reading instruction. The course will focus on the are introduced. Understanding of standards-based reading and components of phonemic awareness, phonics, fluency, vocabulary, writing instruction that is culturally responsive is presented. Includes and comprehension as they are integrated within proficient reading, practicum hours. Prerequisite: EDU345. Cross-listed as EDU555. along with practical knowledge of instructional frameworks and teaching strategies. Standards-based reading and writing instruction EDU360 that is culturally responsive and developmentally appropriate is Administration of Early Childhood Education Programs introduced. The use of assessment to guide instruction, as well as (3.0) how to differentiate reading instruction and understand how reading This course examines 's minimal licensing requirements, intervention models work in schools is presented. Includes practicum as well as optimal standards pertaining to the operation of hours. Cross-listed as EDU545. programs for young children. The course focuses on the director's administrative skills and role as a community advocate for young EDU348 children, and addresses birth through age twelve. Course content U.S. History of Immigration (3.0) focuses on establishing a new center, administrative functions, and This course traces the history of immigration and ethnicity in the advocacy. Prerequisites: EDU245 and EDU380. Director's fee. United States from colonial times to the present. We examine the changing immigration patterns and the effects of major events EDU365 in U.S. history (American Revolution, Civil War, Progressive Administration: Human Relations for Early Childhood Movement, two World Wars, the Cold War, and the Civil Rights Professions (3.0) Movement) upon those changes. The course also places U.S. This course focuses on the human relations component of an early immigration in the wider global context of urbanization and childhood professional's responsibilities, including director-staff industrialization during the nineteenth and twentieth centuries. relationships, staff development, leadership strategies, parent Along with these larger historical forces, the course examines the professional partnerships, and community interaction. Prerequisite: "immigrant experience" and the ways race, ethnicity, class, gender, EDU245. religion, and other factors shaped the lives of immigrants and their communities. In addition, the course explores the development of EDU370 "nativist" and anti-immigration movements of the last two centuries. Teaching the Exceptional Student in the General Education Classroom (3.0) EDU353 This class focuses on the philosophy and methodology of Health, Safety, and Nutrition (3.0) integrating exceptional children into the general education This course provides an overview of the topics of health, safety, and classroom. The course examines the needs of students with both nutrition within the context of educational settings serving children high incidence and low incidence disabilities, presents teaching from birth through twelve years old. The primary focus is on the strategies for working with students with disabilities in inclusive interconnectedness of these topics in promoting optimal growth settings, and explores varied aspects of children's learning and and development for each child. The interrelated roles of the home, development in making curricular and instructional decisions. Legal school, and community in meeting the health, safety, and nutrition issues, socio-cultural issues, and developmental issues are also needs of children are explored. addressed. Includes practicum hours. Cross-listed as EDU572.

EDU355 EDU375 Elementary Literacy II: The Development of Oral and Assessment for the Diverse Learner (3.0) Written Language (3.0) This course explores the many layers and facets of assessment. This is the second of two courses in elementary literacy in which Instruction on standard unwrapping and assessment development students continue learning and practicing skills, methods, and provides the foundation for curricular choices in planning and techniques for teaching reading in grades 4-8. This second teaching, and contemplative practices offer creative insight course focuses on the continued study of language, reading, and personal development to strengthen connections within the and writing across the curriculum, and contemplative practices educational structures. By simultaneously expanding the assessment in the classroom. This course builds on the understanding of the toolbox and the teacher's presence in the assessing process, this theories and historical context of reading in grades 4-8. This course course prepares future educators to meet challenges with curiosity, includes methods, strategies, and resources for teaching students to adjust accordingly, and to develop their skills and efficacy in to read complex disciplinary texts. This course will identify unique teaching and assessment best practices. Includes practicum hours. literacy skills utilized in history, mathematics, science/technical Cross-listed as EDU575. subjects, and literary genres. A focus on developing knowledge of academic vocabulary acquisition, comprehension skills, use of EDU380 text-based evidence, critical and analytical reading and writing, Observing Development: Infants and Toddlers (3.0) as well as universal and discipline-specific reading strategies is A study of the development of children from birth to age three, with presented. Applications of assessments for learning, differentiation, particular emphasis on toddlers and three-year-olds. The approach and evidence-based interventions to meet the needs of all students begins with firsthand contemplative observation, then proceeds to

27 Naropa Course Catalog 2019—2020 studies of relevant developmental theories within a contemplative expressive movement and authentic social and emotional skills context in the areas of the body, speech, and mind. in children. Educational strategies that address the wide variety of issues within these areas, such as behavior, discipline, making EDU385 transitions, developing an individual sense of body/mind, and Observing Childhood Growth and Development (3.0) creating a caring community are studied. Through observations, This course is designed to provide an overview of child discussion, and experiential exercises, students learn to meet and development three years through twelve years of age, and the guide the energetic needs of individuals and groups of young fundamentals of contemplative observation of young children. It children. Prerequisite: EDU380 with a "C" or higher. is intended to give the student an overview of current research and issues in child development. Students are required to study EDU421 and observe children in elementary settings, learn to think critically Foundations of Education for a Diverse Society and about research and evidence presented, and to apply research Assesment of the Diverse Learner (4.0) findings to solving current social problems impacting families and In this course, we survey theories and practices in American young children. The class examines different theorists and their eduation in the United States. based on analyses of current approaches to explaining child development in a global context. practices and future projections. The course includes an introduction This class is conducted in a seminar format. Practical application: to the history of education; educational philosophies; effective Field Placement (The application is completed during the twenty teaching, educational assessment theories and practices; schools hours of field placement that is required for the class). Teacher and curricula; and social, political, and economic forces that Licensure Program students who have not taken EDU380 will have shape contemporary schooling and assessment. Coursework a pre-course reading, available on the MyNaropa EDU385 course includes readings, lectures, dialog, simulations, guest speakers, link, due for the first class. Includes practicum hours. peer teaching in class, and experiential and contemplative teaching and learning. Contemplative Education courses are taught through EDU393 the mode of 'contemplative teaching' in every session. Using this Issues in Education: The Mary Culkin Series (3.0) method, professors model contemplative teaching strategies and A public lecture series through which students can learn about inner practices, explicitly define the contemplative strategies/ a wide variety of issues in the field of education, including early practices used, and explain the "why" behind the strategies used. education, higher education, and contemplative education. Class discussions, classroom group work, lesson demonstrations, Regional and national leaders address such topics as diversity and and lesson planning demonstrates both contemplative approaches multicultural perspectives, public policy, current research, spirituality, and current best practices in teaching. Professors describe how leadership, and other key issues of interest to educators. Through these strategies impact classroom management and methods, and this broad survey of topics, we become connected to the larger engage students in consistent practice of contemplative strategies education community. A companion discussion forum is available in practicum placements through student teaching. Textbooks and for students taking this course for credit. Course work includes articles chosen for this class, which are based on contemplative relevant readings and response papers relating to each topic. practices in K-12 education, are explicitly discussed. Cross-listed as EDU521. EDU404 Maitri and Space Awareness (3.0) EDU425 Exploring the nature of apparent division between oneself and Elementary Social Studies Methods (3.0) others forms the basis of our investigation into how contemplative This course prepares secondary pre-service teachers to enter the practice can enhance the art of leadership and become the classroom as student teachers. This course includes the practice foundation of enlightened service to others. Through Tibetan yogic of standards-based lesson delivery, classroom management practices that have been adapted for classroom use, students techniques, and the exploration of various strategies to meet the explore the basic nature of space and energies, which develops needs of diverse learners. Pre-service teachers develop deep understanding and appreciation of a variety of learning styles. understanding and knowledge of the Colorado Academic Social Within the protected classroom space, participants have the Studies Standards, and reflect on the teacher practices that work opportunity to be both subjects and objects of this investigation. In- best for individual students. Thirty-five hours in a school practicum class practice is accompanied by readings developing discipline placement is required. Prerequisites: EDU150, EDU220, and and patience, and engendering a resilience that brings vibrancy to EDU245 with a "B" or better. Includes practicum hours. Cross-listed workplace settings. Prerequisites: Established meditation practice as EDU535. and permission of instructor. EDU430 EDU420 Teaching Young Children: Methods and Classroom Energy and Expression in the Classroom (3.0) Management (3.0) The art of teaching through awareness of, and synchronization This course prepares early childhood/elementary pre-service with, the energetic expressions of young children is cultivated. teachers to enter the classroom as student teachers. This course The aim is to develop teaching skills that nurture graceful and includes the practice of standards-based lesson delivery, classroom

28 Naropa Course Catalog 2019—2020 management techniques, and the exploration of various strategies EDU449 to meet the needs of diverse learners. Pre-service teachers develop Secondary Methods and Classroom Management II (3.0) deep understanding and knowledge of the Colorado Academic This is the second of two methods courses designed to prepare Standards, and reflect on the teacher practices that work best for secondary pre-service teachers to enter the classroom as student individual students. This course brings a contemplative view to teachers. This course includes the practice of standards-based learning the skills necessary for teaching early childhood students lesson delivery, classroom management techniques, the exploration through 6th grade, emphasizing the importance of observation and of various strategies to meet the needs of diverse learners, reflection. The class combines lecture/discussion, observation, and developing deep understanding and knowledge of the Colorado experiential approaches. Prerequisites: EDU245 and EDU380. Academic Standards, and reflection on the teacher practices that work best for individual students. This course focuses on EDU439 the continued use of contemplative practices in the classroom, Secondary Methods and Classroom Management I (3.0) strengthening methods for working with CLD students, and This course will prepare secondary pre-service teachers to enter deepening methods for social-emotional learning, and assessment. the classroom as student teachers. This course includes the practice Thirty-five hours in a school practicum placement is required. of standards-based lesson delivery, classroom management techniques, the exploration of various strategies to meet the EDU450 needs of diverse learners, developing deep understanding and Student Teaching: Early Childhood (4.0) knowledge of the Colorado Academic Standards, and reflection As the culmination of the education program, this internship on the teacher practices that work best for individual students. Thirty- course pairs each student with an experienced teacher who five hours in a school practicum placement is required. practices contemplative preschool pedagogy. Interns have multiple opportunities to practice the skills needed to teach a preschool EDU445 class. Regular meetings with the supervising teacher, the teaching Elementary Literacy III: Foundations of Literature (3.0) team, and program director help to establish the skills and habits Using a contemplative approach to literacy, this course provides of a professional preschool teacher. Open to program students an overview of trade books, differentiated by reading level, and only. Prerequisites: EDU245, EDU330, EDU380, EDU404, and media for students grades K-8. This course includes critically EDU430. EDU420 and EDU310 can be taken simultaneously with reading, selecting, and evaluating materials appropriate for or prior to EDU450. grade-level literary and interdisciplinary instruction. A range of genres, illustrators, and authors are explored, including multicultural EDU452 trade books representing a diverse student population. This Poverty Matters (3.0) course addresses the needs of all students by incorporating Section A: ONLY FOR STUDENTS WHO ARE NOT GOING ON listening, speaking, reading, and writing in literacy instruction. The THE NICARAGUA TRIP. Section B: ONLY FOR STUDENTS WHO development of text sets and integrated units of study aligned to ARE GOING ON THE NICARAGUA TRIP. An exploration of the CDE Quality teaching standards, Culturally Linguistic standards, beliefs and myths surrounding poverty and its effects on people, the and CDE Elementary academic standards is presented. Includes environment, and the communities of practice. Opportunities are practicum hours. Prerequisite: EDU345. provided for students to gain a deep understanding of diversity by developing relationships with the people of Jalapa, Nicaragua, EDU447 and participating in a two-week residential program, or by working Mindfully Aware Teaching I (2.0) locally with diverse populations who are economically challenged. This course provides a foundation for a contemplative approach to It is not necessary to have Spanish as a second language for the teaching. Students learn sustainable, effective, and compassionate work in Nicaragua. Prerequisite: EDU245. ways of working with their cognitive, affective, and somatic experiences in preparation for balanced and creative teaching. EDU475 Contemplative skills are developed through personal and group Elementary Student Teaching (3.0) practices involving mindful awareness, compassion, contemplation, All elementary education students must complete one semester of and embodied presence disciplines. Fundamental application full-time student-teaching in a culturally and linguistically diverse of personal contemplative skills to teaching relationships are classroom. Students receive eight to ten supervisor visits and are developed and sequenced throughout the course. All these skills evaluated and coached based on the supervisor evaluation rubric. are supported by the study of essential contemplative principles Students receive two Sheltered Instruction Observation Protocol and pedagogies from contemporary and traditional sources. This (SIOP) observations, evaluations, and coaching sessions with a is primarily an experiental course focusing on the development SIOP-trained supervisor. During student teaching, students are of personal and relational competencies that are foundational to placed with a cooperating teacher in an appropriate grade level. contemplative teaching. Cross-listed as EDU547. Students are expected to work closely with the cooperating teacher in planning and implementing instruction. Students are expected to be at the school for five periods per day and are expected to take control of the class as soon as the cooperating teacher allows.

29 Naropa Course Catalog 2019—2020 Students must have completed all Teacher Preparation Program Independent Study is desired, a student must receive additional course requirements with a "B" or better and passed the PRAXIS approval. See the Independent Study Application for further details. test. Co-requisite: EDU480. Cross-listed as EDU584. EDU510 EDU476 Foundations of Education for a Diverse Society (3.0) Secondary Student Teaching (3.0) In this course, we survey theories and practices in education All secondary education students must complete one semester of in the U.S. based on analyses of current practices and future full-time student-teaching in a culturally and linguistically diverse projections. The course includes an introduction to the history of classroom. Students receive eight to ten supervisor visits and are education; educational philosophies; effective teaching, schools, evaluated and coached based on the supervisor evaluation rubric. and curricula; and social, political, and economic forces that Students receive two Sheltered Instruction Observation Protocol shape contemporary schooling. Course work includes readings, (SIOP) observations, evaluations, and coaching sessions with a lectures, dialog, simulations, guest speakers, semester-long tutoring SIOP-trained supervisor. During student teaching, students are at an educational facility, written analyses of fieldwork data, peer placed with a cooperating teacher in an appropriate grade level. teaching in class, and experiential teaching and learning in an Students are expected to work closely with the cooperating teacher outdoor classroom. Must receive a B or better to be accepted into in planning and implementing instruction. Students are expected the Teacher Preparation Program. Crosslisted as EDU150. to be at the school for five periods per day and are expected to take control of the class as soon as the cooperating teacher allows. EDU515 Cross-listed as EDU585. Math for Teachers: Content, Curriculum, and Mathematics Education (3.0) EDU480 This class is designed to provide teacher licensure candidates with Student Teaching Seminar (3.0) an introduction to math content PreK - 6, curriculum, and methods in In this seminar, we engage in dialog about issues that arise in the mathematics education. This course investigates curriculum projects classroom during student teaching. Student teachers reflect on their and specific methods and strategies for teaching mathematics teaching and its impact on students' learning, as well as focus on aligning with the Common Core Standards. In addition to exploring their Portfolio and Teacher Work Sample, and facets of their job math content, historical trends, standards, and pertinent research search. Co-requisite: EDU475. Cross-listed as EDU581. in mathematics education, this seminar focuses on teaching math across content areas, project-based and contextualized math EDU483 instruction, and teaching mathematics to diverse learners. Students Mindfully Aware Teaching II (2.0) are actively involved in the process of instruction by utilizing content, This course is a deepening of the foundation that has been laid in methods, and curriculum being considered. Crosslisted as EDU315. Mindfully Aware Teaching I. Having experienced practices and pedagogies that stabilize the teaching presence and improve EDU520 learning relationships, students learn effective and compassionate Theories, Strategies, and Assessment for CLD Students K-12 ways of facilitating creative approaches to classroom learning (3.0) activities. By working more direclty with their cognitive, affective, Combining contemplative pedagogy with explicit strategies for and somatic experiences, teachers engage in first-person, realistic teaching all levels of Culturally and Linguistically Diverse (CLD) classroom scenarios. The teaching relationships that are being students, this course introduces students to how to be successful developed through the practices of mindful awareness, compassion, by using tested methods and strategies. This course emphasizes contemplation, and embodied presence disciplines are further "sheltering strategies" and students practice teaching content extended into methods for refining classroom management area subject matter, and literacy skills using the SIOP (Sheltered and curriculum. All these skills are supported by the study of Instruction Observation Protocol) model. This course addresses the contemplative principles and pedagogies from contemporary most current CLD WIDA standards, different educational programs sources based on world wisdom traditions and modern psychology available for CLD students, the effectiveness of those programs, and sociology. This is an experimental course focusing on parental and community involvement, and introduces theories of the development of selected pedagogical methods that are SLA. Must receive a B or better to be accepted into the Teacher foundational to contemplative teaching. Prerequisite: EDU447. Preparation Program. Crosslisted as EDU220. Cross-listed as EDU583. EDU521 EDU499 Foundations of Education for a Diverse Society and Independent Study: Early Childhood Education (0.5-4.0) Assesment of the Diverse Learner (4.0) This course offering is an opportunity for students to engage in in- In this course, we survey theories and practices in American depth, concentrated study with a particular faculty member for Eduation in the U.S. based on analyses of current practices and a semester. The design of study and course work are decided future projections. The course includes an introduction to the upon by the student and faculty member. Independent Studies will history of education; educational philosophies; effective teaching, count for a standard 3 credits. If a variable credit (0.5 - 4 credits) educational assessment theories and practices; schools and

30 Naropa Course Catalog 2019—2020 curricula; and social, political, and economic forces that shape practice can enhance the art of leadership and become the contemporary schooling and assessment. Coursework includes foundation of enlightened service to others. Through Tibetan yogic readings, lectures, dialog, simulations, guest speakers, peer practices that have been adapted for classroom use, students teaching in class, and experiential and contemplative teaching explore the basic nature of space and energies, which develops and learning. Contemplative Education courses are taught through understanding and appreciation of the variety of learning styles. the mode of 'contemplative teaching' in every session. Using this Within the protected classroom space, participants have the method, professors model contemplative teaching strategies and opportunity to be both subjects and objects of this investigation. In- inner practices, explicitly define the contemplative strategies/ class practice is accompanied by readings developing discipline practices used, and explain the "why" behind the strategies used. and patience, and engendering a resilience that brings vibrancy to Class discussions, classroom group work, lesson demonstrations, workplace settings. Prerequisites: Established meditation practice and lesson planning demonstrates both contemplative approaches and permission of instructor. Materials fee. and current best practices in teaching. Professors describe how these strategies impact classroom management and methods, and EDU545 engage students in consistent practice of contemplative strategies Elementary Literacy I: Foundations of Reading (3.0) in practicum placements through student teaching. Textbooks and Using a contemplative approach to literacy, this course investigates articles chosen for this class, which are based on contemplative the development of a literate student. How can a teacher instruct, practices in K-12 education, are explicitly discussed. Crosslisted as engage, and assess students in the skills necessary to develop EDU421. their reading, writing, and oral communication, while caring for the whole student in the process? We investigate this phenomenon, EDU525 explore approaches to foster literacy acquisition, and learn how Secondary Literacy: Content, Methods, and Assessment to assess students' progress (including interventions). We observe, (3.0) demonstrate, and evaluate our literacy instruction, particularly in the Content literacy for adolescent learners continues to prove areas of comprehension, phonemic awareness, phonics, fluency, problematic for students and teachers across subject areas. Learners and vocabulary. We experiment with the key components of in this course build background knowledge and apply instructional writing and develop strategies for supporting all students in effective strategies and assessments designed to promote students' success communication through both oral and written words. Threads as readers, writers, speakers, and listeners in middle school and weaving throughout the course include the link between reading, high school classrooms, with a particular focus on underperforming writing, listening, and speaking, as well as purposeful integration of students and English language learners. Crosslisted as EDU325. literacy across the curriculum. Crosslisted as EDU345.

EDU535 EDU547 Elementary Social Studies Methods (3.0) Mindfully Aware Teaching I (2.0) This course prepares secondary pre-service teachers to enter the This course provides a foundation for a contemplative approach to classroom as student teachers. This course includes the practice teaching. Students learn sustainable, effective, and compassionate of standards-based lesson delivery, classroom management ways of working with their cognitive, affective, and somatic techniques, and the exploration of various strategies to meet the experiences in preparation for balanced and creative teaching. needs of diverse learners. Pre-service teachers develop deep Contemplative skills are developed through personal and group understanding and knowledge of the Colorado Academic Social practices involving mindful awareness, compassion, contemplation, Studies Standards, and reflect on the teacher practices that work and embodies presence disciplines. Fundamental application best for individual students. Thirty-five hours in a school practicum of personal contemplative skills to teaching relationships are placement is required. Crosslisted as EDU425. developed and sequenced throughout the course. All these skills are supported by the study of essential contemplative principles EDU540 and pedagogies from contemporary and traditional sources. This Linguistics for Teachers of CLD Students K-12 (3.0) is primarily an experiental course focusing on the development Students explore theories of first and second language acquisition of personal and relational competencies that are foundational to and discover how these theories have impacted different teaching contemplative teaching. Crosslisted as EDU447. methodologies. Students also study the form and function of the English language and practice methods of teaching the English EDU548 language to speakers of other languages. This course is designed Multicultural Education and Contemplative Critical to meet state requirements for the Culturally Linguistically Diverse Pedagogy (3.0) (CLD) endorsement. Crosslisted as EDU340. This course helps students make sense of their world and make sense of themselves in relationship to their world. Since students EDU544 are both subjects and objects of education, they are the learner, Maitri and Mudra Space Awareness (3.0) teacher, and the researcher. Through the study of critical pedagogy Exploring the nature of apparent division between oneself and and multicultural education theory, this class explores the questions others forms the basis of our investigation into how contemplative of what education can be, develops skills to uncover what

31 Naropa Course Catalog 2019—2020 education actually is, and deepens students' understanding of EDU572 the contradictions that have shaped their own and other people's Teaching the Exceptional Student in the General Education consciousness. This course deepens students' appreciation of Classroom (3.0) inquiry through literary review and discussion and increases their This class focuses on the philosophy and methodology of ability to recognize the ways in which power operates to create integrating exceptional children into the general education oppressive conditions for some groups and privilege for others. classroom. The course examines the needs of students with both Through critical thinking, reading, and writing, students examine and high incidence and low incidence disabilities, presents teaching challenge the more commonly held views of education, learning, strategies for working with students with disabilities in inclusive and teaching. Must receive a B or better to be accepted into the settings, and explores varied aspects of children's learning and Teacher Preparation Program. Crosslisted as EDU245. development in making curricular and instructional decisions. Legal issues, socio-cultural issues, and developmental issues are also EDU552 addressed. Crosslisted as EDU370. Nature and Education (3.0) This course contributes to broadening and deepening student EDU574 understanding of the relationship between nature and education. Elementary Literacy III: Foundations of Literature (3.0) The scope, scale, trends, and implications of nature and education Using a contemplative approach to literacy, this semester course in classroom practices, pedagogy, and curriculum are theoretically investigates the world of literature. Various genres, cultures, time and experientially examined and practiced. This course will periods, and perspectives are examined as students consider how research topics such as: How contact with natural settings, animals, to develop diverse students' critical thinking, listening, speaking, and other natural objects or phenomena influence the development, reading, and writing. The course also explores the interdisciplinary identity, and well-being of children; how nature experiences can component of literature, interweaving the novels we read into all positively impact children's social, emotional, and behavioral subjects to deepen our relationship to learning. Crosslisted as functioning; and developmentally appropriate ways to address EDU445. environmental interests or concerns with children. The course work will draw attention to various forms of biology, botany, diversity, EDU575 socioeconomic class, and culture as they relate to the social Assessment for the Diverse Learner (3.0) construction of, and access to, nature. Course fee. Crosslisted as This course explores the many layers and facets of assessment. EDU300. Instruction on standard unwrapping and assessment development provides the foundation for curricular choices in planning and EDU555 teaching, and contemplative practices offer creative insight Elementary Literacy II: The Development of Oral and and personal development to strengthen connections within the Written Language (3.0) educational structures. By simultaneously expanding the assessment This is the second of two courses in elementary literacy, in which toolbox and the teacher's presence in the assessing process, this students continue learning and practicing skills, methods, and course prepares future educators to meet challenges with curiosity, techniques for teaching literacy. This second course focuses on the to adjust accordingly, and to develop their skills and efficacy in continued study of language, writing across the curriculum, and teaching and assessment best practices. Ten hours of practicum contemplative practices in the classroom. Using a contemplative placement in a Colorado public school must be documented. approach to literacy, this course investigates the makings of a Crosslisted as EDU375. literate student. We investigate the phenomenon of the intersections of teaching and learning of literacy skills. Students observe, EDU581 demonstrate, and evaluate their literacy instruction in composition, Student Teaching Seminar (3.0) including ideas, organization, word choice, and voice, in fluency In this seminar, we engage in dialog about issues that arise in the encompassing phonics and vocabulary building. We use classroom during student teaching. Student teachers reflect on their contemplative reflection, including assessing our own instruction, teaching and its impact on students' learning, as well as focus on teaching composition using contemplative methods, and giving their Portfolio and Teacher Work Sample, and facets of their job purposeful and meaningful feedback. We experiment with the search. Crosslisted as EDU480. key components of writing and develop strategies for supporting all students in effective communication through both oral and EDU583 written words. Writing across the curriculum is focused on how to Mindfully Aware Teaching II (2.0) complete literacy skills for students in all areas. Threads woven This course is a deepening of the foundation that has been laid in throughout both Part I and Part II include the link between reading, Mindfully Aware Teaching I. Having experienced practices and writing, listening, and speaking, as well as purposeful integration of pedagogies that atabilize the teaching presence and improve literacy across the curriculum. Prerequisite: EDU545. Crosslisted as learning relationships, students learn effective and compassiona EDU355. ways of facilitating creative approaches to classroom learning activities. By working more direclty with their cognitive, affective, and somatic experiences, teachers engage in first person, realistic

32 Naropa Course Catalog 2019—2020 classroom scenarios. The teaching relationships that are being GRAD/UNDG Religs Studies developed through the practices of mindful awareness, compassion, contemplation, and embodied presence disciplines are further REL150 extended into methods for refining classroom management Buddhist Journey of Transformation: An Introduction (3.0) and curriculum. All these skills are supported by the study of This course traces the transformation of emotional and conceptual contemplative principles and pedagogies from contemporary confusion into wisdom on the Buddhist path. Beginning with insights sources based on world wisdom traditions and modern psychology into how humans generate confusion and habitual patterns, we and sociology. This is an experimental course focusing on extend that insight to develop compassion and skill in working with the development of selected pedagogical methods that are others and discover skillful means within our confused states in the foundational to contemplative teaching. Prerequisite: EDU547. present moment. Students are introduced to the rich diversity of Crosslisted as EDU483. Indo-Tibetan Buddhist "three vehicles" within the context of Buddhist history, texts, and traditions. EDU584 Elementary Student Teaching (3.0) REL156W All elementary education students must complete one semester of Intensive Weekend (1.0) full-time student-teaching in a culturally and linguistically diverse The teaching and practice of Zen assumes that there is classroom. Students receive eight to ten supervisor visits and are a big mind present in all mental and physical activities, that this big evaluated and coached based on the supervisor evaluation rubric. mind can be realized, and that its realization can be matured. The Students receive two Sheltered Instruction Observation Protocol class will look at how this Zen paradigm, its teachings, practices, (SIOP) observations, evaluations, and coaching sessions with a and realization, can be a personal vision and part of professional SIOP-trained supervisor. During student teaching, students are contemporary psychology. Cross-listed as REL552W. placed with a cooperating teacher in an appropriate grade level. Students are expected to work closely with the cooperating teacher REL157W in planning and implementing instruction. Students are expected Vipassana Weekend (1.0) to be at the school for five periods per day and are expected to When mindfulness meditation is practiced, the exquisite ordinariness take control of the class as soon as the cooperating teacher allows. of the movement of breath, of the sensation of the body sitting Students must have completed all Teacher Preparation Program on the earth, and of the busyness of the mind and emotions is course requirements with a B or better and passed the PRAXIS test. discovered. This intensive weekend introduces insight meditation, Crosslisted as EDU475. "vipassana," from the Theravada Buddhist tradition of Southeast Asia. This course includes mindfulness practice in sitting, walking, EDU585 and daily life through short talks, guided meditations, and the Secondary Student Teaching (3.0) practice of "noble silence." Cross-listed as REL501W. All secondary education students must complete one semester of full-time student-teaching in a culturally and linguistically diverse REL158W classroom. Students receive eight to ten supervisor visits and are Breeze of Simplicity: Meditation Weekend (1.0) evaluated and coached based on the supervisor evaluation rubric. This course introduces spiritual practices, meditation, and various Students receive two Sheltered Instruction Observation Protocol themes from specific spiritual traditions. The spiritual tradition will (SIOP) observations, evaluations, and coaching sessions with a vary depending on the visiting instructor presenting. Beginning SIOP-trained supervisor. During student teaching, students are or experienced students are welcome and are guided through placed with a cooperating teacher in an appropriate grade level. the presentations. The weekend includes lectures, discussion, Students are expected to work closely with the cooperating teacher meditation, and/or other spiritual practices. Cross-listed as in planning and implementing instruction. Students are expected REL504W. to be at the school for five periods per day and are expected to take control of the class as soon as the cooperating teacher allows. REL160 Crosslisted as EDU476. Meditation Practicum I: Freeing the Mind (3.0) Students are introduced to sitting meditation practice drawn from the EDU699 Tibetan Buddhist tradition of shamatha-vipashyana. Weekly lectures Independent Study: Early Childhood Education (0.5-4.0) emphasize experiential aspects of the practice, involving such This course offering is an opportunity for students to engage in in- topics as the discovery of impermanence, working with emotions, depth, concentrated study with a particular faculty member for and the cultivation of maitri (loving-kindness). The course includes a semester. The design of study and course work are decided weekly discussion groups, individual meetings with a meditation upon by the student and faculty member. Independent Studies will instructor, daily meditation practice, midterm, and final oral exams. count for a standard 3 credits. If a variable credit (0.5-4 credits) Independent Study is desired, a student must receive additional approval. See the Independent Study Application for further details.

33 Naropa Course Catalog 2019—2020 REL170 of the mind. The course examines the close relationship between Meditation Practicum II: Igniting Compassion (3.0) Buddhist thought and the central spiritual discipline of meditation. This course continues the instruction in meditation practice begun Grading criteria includes a final paper. in the fall semester, emphasizing Mahayana practice, including the generation of an enlightened attitude (bodhicitta), the practice REL247 of the perfections (paramitas), the training of the mind (Lojong), Embodying Sacred Wisdom: Modern Saints (3.0) and the exchange of self and other (tonglen). The course includes An exploration of the human thirst for spiritual experience and midterm and final oral exams. Prerequisite: REL160 or TRA100. transformation through the studies of biographies of nineteenth and twentieth-century contemplatives from several selected religious REL190 traditions, both Eastern and Western. Through examining the Special Topics in Religious Studies (1.0-3.0) spiritual and religious journey of saints and their relationships with The Special Topics course explores topics of general focus and their traditions, students learn the diversity of religious traditions of relevance to the field of religious studies, geared toward the sainthood. How do the journeys of their saints relate to our personal research interests of the faculty. Specific topics are announced the journeys? Readings include sacred biographies (hagiographies), semester the course is offered. study of modern religious traditions in context, and interpretations of sainthood in both theological and cross-cultural perspectives. REL210 Religion and Mystical Experience (3.0) REL250 This class explores the essential core of the world's wisdom Spirituality and Creative Expression (3.0) traditions: their mystical teachings; rituals; and esoteric practices. This course focuses on exploring spirituality and its manifestation Special attention will be given to the nature of mystical experience in our lives through creative expression. The foundation for this characterized by a direct encounter with Ultimate Reality or the exploration is maitri practice, which cultivates awareness of our own Divine and to the variety of its manifestations in and out of the energetic makeup and how these energies manifest as the core world's major religious traditions. patterns of our daily lives. Developed by Trungpa , the founder of Naropa, this practice is done in five different colored REL212 rooms, representing the Five Buddha Families. In addition to the Queer Theory, Feminism, and Religion (3.0) maitri room practice, we work with several contemplative art forms, Religion has greatly influenced our experiences as gendered such as object arrangement, painting, brushstroke, and space beings, in the areas of sexuality, power, gender roles, personal awareness exercises. The challenge for each of us is to discover, identity, privilege, and wisdom. Feminism has identified the biases integrate, and appreciate our energetic expressions, and to bring and abuses of patriarchy and sought to rectify them. It has also our creativity to form, individually and as a group. Prerequisite: birthed the GLBT movement and queer theory. How have these REL160 or COR130. efforts spoken to the spiritual subjectivities of women, sexual minorities, or men in these traditions? On what terms can gender be REL255W appreciated and valued? This course traces the historical evolution Opening the Heart: Meditation Weekend (1.0) and cultural influences of patriarchy, feminism, and gay liberation on This course introduces spiritual practices, meditation, and various religious experience, as well as religion's impact on the formation of themes from specific spiritual traditions. The spiritual tradition will gender roles. vary depending on the visiting instructor presenting. When the vast network of pain and confusion in the world is experienced, REL229 one can become overwhelmed and full of despair. This weekend Contemplative Judaism (3.0) provides tools that allow one to work with this in order to discover This course explores the contemplative teachings and practices of compassion and the courageous heart available to everyone. traditional Judaism. We will study sacred texts such as the Hebrew Cross-listed as REL554W. Bible and the Talmud, learn about classical Jewish rituals and methods of , and explore contemplative approaches to REL258 the Hebrew calendar and the holiday cycle. Our exploration of Contemplative Practice Intensive (1.5-6.0) these topics is approached with an eye toward understanding how The purpose of this intensive is to give students the opportunity these teachings and practices are engaged as a spiritual path. to deepen their discipline and knowledge of their own spiritual Prerequisite: COR110. Cross-listed as REL 529. tradition in a community setting that offers a prescribed schedule of practice and of service. Undergraduate students may choose REL240 to complete a program ranging in length from one week to a Foundations of Buddhism (3.0) maximum of four weeks at a retreat center of their choice. The An introduction to Buddhism, including a survey of Buddhist history, center or organization must be approved by the Religious Studies philosophy, and meditation. Special emphasis is placed on the program. Some examples of these sites are Tibetan Buddhist basic Buddhist teachings and perspectives as expressed in the life meditation centers, Insight, vipassana retreat centers, Zen centers, of the Buddha, the , and the Buddhist understanding Christian monasteries, ashrams, and Jewish contemplative retreats.

34 Naropa Course Catalog 2019—2020 Other choices are possible with the approval of the program. It REL312 is advisable to check with the Contemplative Practice Director to Spiritual Models of Social Action (3.0) make sure that your choice of retreat center can be approved. A study of historical and contemporary figures who exemplify the Students are responsible for paying all program costs charged by spiritual ideals of nonviolent social action, tracing their unique ways the organization or institution that offers the retreat. These costs are of turning their personal challenges into nonviolent leadership. in addition to Naropa tuition. This course is offered for variable Drawing upon autobiography, biography, critical analysis, and credit; the number of credits (1.5 - 6) will be determined by the film as source material, students develop a personal dialog with length of the retreat. Cross-listed as REL547. each of these activists, examining how inner and outer journeys join in spiritually based social activism. Cross-listed as REL585. Co- REL271 requisite or prerequisite: COR113 or COR130. Christian Prayer and Mystical Practices (3.0) This course introduces Christian practices of prayer, with particular REL314 focus on contemplative and mystical spiritual practices within Contemplative Islam: An Introduction to Its History, Thought, Christian traditions. The course explores lectio divina, Centering and Practice (3.0) Prayer, , hesychast Jesus prayer, embodied A historical-experiential introduction to Sufi history, beliefs, and labyrinth walking, praying with icons, liturgical , and practices in a five-day intensive retreat course. One part of the chanting. The course places these practices in broader historical course will explore the historical development of a mystically and theological contexts of diverse Christian communities. The oriented movement in Islam, a movement which both understands course includes instruction and active student participation in these itself to be older than Islam and which develops widely divergent practices. Cross-listed as REL571. attitudes to Islam. Its evolution will be pursued from Arabia to Central Asia and Egypt to modern Turkey, India, and the United REL274 States. The second part of the course will focus on the distinctive Tibetan I (4.0) features of Sufi culture, mystical theology, subtle physiology and This class develops a foundation in literary Tibetan and begins psychology, as well as training and practice. In this course, students the study of modern spoken Tibetan. The first semester focuses on will engage both historical and traditional texts, learn about the grammatical foundation of the language, the acquisition of traditional Sufi teaching and training contexts, and participate in basic vocabulary, and training in the skills of correct pronunciation, experiential exercises in order to gain a firsthand experience of handwriting, and spelling. Students should expect to study at least contemplative practices in Islamic culture. eight hours per week outside of class. Cross-listed as REL503. REL321 REL277 Kabbalah and Consciousness (3.0) I (4.0) This course explores the mystical teachings of the Kabbalah as a An introduction to the classical Sanskrit language. The first-year map of consciousness and path of spiritual transformation. Emphasis course includes developing familiarization with the Sanskrit will be placed on contemporary, universal, and experiential alphabet (devanagari), mastering the conventions of euphonic approaches to these mystical teachings and practices. Cross-listed combination (sandhi), and learning the basics of Sanskrit grammar. as REL 535. In addition, we begin reading texts from the classical Indian tradition, particularly selections from the Mahabharata and REL323 Ramayana, and from some simple (e.g., the Heart Religious Experience in Africa: Sacred Cosmos, Ritual, and ). Students should expect to study at least six hours per week Community (3.0) outside of class. Cross-listed as REL507. The course is an introduction to the cultural study of traditional African religions. We begin with close attention to cosmology, the REL284 traditional view of the world as filled with living, sacred powers. Tibetan II (4.0) These powers are experienced in various ways: as ancestral A continuation of Tibetan I. The second semester continues the presences; nature deities; personal guardian spirits. Therefore, we work begun in Tibetan I, with the addition of working on an will focus on ritual practices, ways of communicating with unseen actual Tibetan text. Students use an integrated approach of forces to bring communal and personal healing, restoring balance developing varied oral, aural, and written skills to produce an in the human relationship to nature. Co-requisite or prerequisite: overall knowledge of the language. Prerequisite: REL274. Cross- COR113 or COR130. Cross-listed as REL623. listed as REL533. REL325 REL287 Contemplative Christianity (3.0) Sanskrit II (4.0) This course examines the contemplative and mystical tradition of This course is a continuation of Sanskrit I. Prerequisite: REL277. Christianity and its recent recovery by mainstream Christians through Cross-listed as REL537. the work of Thomas Merton and others. Students will examine contemplative perspectives on such major topics as God, Christ,

35 Naropa Course Catalog 2019—2020 salvation, divine union, deification, scripture, and spiritual evolution, compassionate? What contributions have the major religions especially as these views contrast with modern fundamentalism. This of the world made to cultivating compassion? What has recent class will also study the contributions of the major historical writers scientific research revealed about the cultivation of compassion? of the tradition. The class includes ample time for contemplative What contemplative practices and what activities deepen our practice. Offered alternate years. Co-requisite or prerequisite: empathy and compassion, and what are the results? These COR113 or COR130. Cross-listed as REL525. interdisciplinary studies are threaded by ongoing compassion meditation training, drawing especially from the Buddhist practices REL334 of loving-kindness and compassion. Co-requisite or prerequisite: Hindu (3.0) COR113 or COR130. What is referred to as "Tantra" encompasses a complex set of traditions, practices, and worldviews that have been subjected REL348 to a rather extreme degree of misunderstanding, romanticization, Flight of the Swans: Dharma Comes West (3.0) cultural appropriation, as well as vilification. This course aims to Buddhist thought, Buddhist practice, and have demystify "Tantra" and create a solid foundation for understanding, had a huge impact on North American culture since the 1950s. appreciating, and historically navigating its many streams, social For several decades, the teachings of Buddhist adepts seemed dynamics, ritual technologies, and philosophies. The timeline of inseparable from cultural revolution, from poetry, from free speech. our inquiry spans from Hindu Tantra's first beginnings in fifth- to Writers and artists popularized haiku, poems of enlightenment, sixth-century India all the way up to its dramatic metamorphosis in the anti-war movement, and the recognition that ecosystems are twentieth and twenty-first-century traditions dubbed "Neo-Tantra." living beings. They wrote and used magical language. Haiku flourished in WWII internment camps for Japanese-Americans. REL338 Much of this counter culture and tangled history arrived at Naropa Sufism: An Introduction to its History, Thought, and Practice University at its founding. This course will delve into the Beats, (3.0) Dharma bums, ghost , and the empowerment of women. A historical-experiential introduction to Sufi history, beliefs, and The role of Asian American communities, converts, mountains, and practices in a five-day intensive retreat course. One part of the rivers are part of the mix. Co-requisite or prerequisite: COR113 or course will explore the historical development of a mystically COR130. Cross-listed as REL546. oriented movement in Islam, a movement which both understands itself to be older than Islam and which develops widely divergent REL349 attitudes to Islam. Its evolution will be pursued from Arabia to : Inside the Mystique (3.0) Central Asia and Egypt to modern Turkey, India, and the United This course introduces Buddhism as it flowered in the Tibetan States. The second part of the course will focus on the distinctive cultural region, with emphasis on the traditional cosmology of features of Sufi culture, mystical theology, subtle physiology, and Tibet, its religious history, its exoteric teachings and practices psychology, as well as training and practice. In this course, students ( and Mahayana), and its esoteric teachings and will engage both historical and traditional texts, learn about practices (Vajrayana). Special attention will be paid to the traditional Sufi teaching and training contexts, and participate in meditative traditions of Tibet and the Tibetan Book of the Dead. Co- experiential exercises in order to gain a firsthand experience of Sufi requisite or prerequisite: COR113 or COR130. meditation and other contemplative techniques. REL351 REL345 Theories of Alternative Spiritualities and New Religious Zen Buddhism (3.0) Movements (3.0) In this course, the Zen Buddhist tradition is studied through its This course provides theoretical frameworks for deepening student meditation practices and through lectures and discussion on the knowledge and understanding of alternative spiritual approaches writings and teachings of the Zen masters. The course includes through various lenses, including the insider/outsider problem, instruction in , periods of sitting zazen, instructions on sociological and anthropological approaches to religion. Materials applying mindfulness to one's daily life, as well as studying covered may include history of American spirituality, entheogens classic texts and teachings of the tradition. The course includes and shamanism, cults and sects, Neopaganism and various opportunities for a weekend retreat at one of the Zen centers in the movements that arise in popular culture and practice. Special Boulder vicinity. Co-requisite or prerequisite: COR113 or COR130. emphasis is placed on written and oral expression, integrative Cross-listed as REL540. understanding, and the relationship between religious traditions and the personal spiritual understanding/journey. The goal of this course REL346 is to give students the necessary tools to produce academically Wisdom and Compassion: The Buddhist Path (3.0) rigorous research projects in any area of the field. Compassion training is at the vanguard of the contemplative education movement nationally, and this course investigates compassion from personal, societal, and historical perspectives. What is compassion, and how can we become more

36 Naropa Course Catalog 2019—2020 REL355 history, philosophy, and so forth. It also continues to develop student Introductory Sanskrit: The Language of the Gods (3.0) knowledge of spoken Tibetan. Prerequisite: REL375. Cross-listed as Introductory Sanskrit offers preludes to further in-depth linguistic REL583. study and a preparatory training for aspiring Yoga teachers by providing the requisite resources and instruction for students REL387 to master the script, pronunciation, essential vocabulary, and Sanskrit IV (4.0) rudimentary grammar of Sanskrit. To enliven our study of these In this semester, we complete the range of Sanskrit grammar, with foundational components of the "language of the gods," anecdotal secondary conjugations, vocabulary acquisition, an investigation jewels from the great treasury of Sanskrit knowledge systems will be of etymology, and a study of the principles behind words and threaded through each element of the curriculum. These will include their meanings. In addition to finishing the textbook on grammar, penetrating insights from the vast archive of yogic traditions, samples the Devavanipravesika, the class reads examples of a range of of the imaginative power and stunning beauty of Sanskrit literature, Buddhist, Hindu, and secular verses. Increased attention is given wise counsel and "good sayings" (subhasita) to live by, and an to translation and the hands-on practice of bringing ancient texts introduction to the practice of textual recitation. into the contemporary world. Prerequisite: REL377. Cross-listed as REL587. REL375 Tibetan III (4.0) REL390W This course continues to expand student knowledge of the grammar Shambhala Training Level I: The Art of Being Human (1.0) and vocabulary of literary Tibetan, primarily through translating Shambhala Training is the path of study and practice of Shambhala texts in different genres such as sutras, lives of Buddhist saints, warriorship: the tradition of human bravery, not being afraid of history, philosophy, and so forth. It also continues to develop student who you are. This path shows how to take the challenges of knowledge of spoken Tibetan. Prerequisite: REL284. Cross-listed as daily life in our modern society as opportunities for contemplative REL553. practice. Shambhala Training is inspired by the ancient legend of the Kingdom of Shambhala, said to be an enlightened society REL376 based on gentle and fearless action. The Shambhala Training path Inner Oral Tradition of the Torah (3.0) of study and practice begins with a series of weekend levels known An examination of the mystical contemplative tradition of Judaism as the Heart of Warriorship, which provides the tools you need through a demonstration of its approach to Torah texts. The to establish a personal discipline of meditation practice and to emphasis in the course is on the development and expression of discover the basic principles of warriorship in your daily life. critical thinking and intuition. Good questions are a priority over good answers. Age-old Chassidic methodologies will be used REL391W toward this end. Dramatization of stories will be utilized to access Shambhala Training Level II: Birth of the Warrior (1.0) the students' emotions and intuitive powers. Exposure to practices Shambhala Training is the path of study and practice of Shambhala like shofar and succah will give the students a firsthand experience warriorship: the tradition of human bravery, not being afraid of of Jewish contemplative practice. Offered alternate years. Cross- who you are. This path shows how to take the challenges of listed as REL676. Co-requisite or prerequisite: COR113 or COR130. daily life in our modern society as opportunities for contemplative practice. Shambhala Training is inspired by the ancient legend REL377 of the Kingdom of Shambhala, said to be an enlightened society Sanskrit III (4.0) based on gentle and fearless action. The Shambhala Training path A continuation of the second year of basic Sanskrit grammar, of study and practice begins with a series of weekend levels known pronunciation, dictionary usage, and vocabulary acquisition. as the Heart of Warriorship, which provides the tools you need There is strong emphasis on noun compounds (samaasas). We to establish a personal discipline of meditation practice and to move onward through the Goldman and Goldman primer, discover the basic principles of warriorship in your daily life. Devavanipravesika. We read selectively in a range of texts, including Hindu and Buddhist scripture, and secular court poetry. REL392W Stanzas from Bhagavad Gita are introduced, as well as the Shambhala Training Level III: Warrior in the World (1.0) Heart Sutra. Particular attention is given in class to Indic culture, its Shambhala Training is the path of study and practice of Shambhala connection to Sanskrit language and religious traditions, and issues warriorship: the tradition of human bravery, not being afraid of raised by the work of translation. Prerequisite: REL287. Cross-listed who you are. This path shows how to take the challenges of as REL557. daily life in our modern society as opportunities for contemplative practice. Shambhala Training is inspired by the ancient legend REL385 of the Kingdom of Shambhala, said to be an enlightened society Tibetan IV (4.0) based on gentle and fearless action. The Shambhala Training path This course continues to expand student knowledge of the grammar of study and practice begins with a series of weekend levels known and vocabulary of literary Tibetan, primarily through translating as the Heart of Warriorship, which provides the tools you need texts in different genres such as sutras, lives of Buddhist saints,

37 Naropa Course Catalog 2019—2020 to establish a personal discipline of meditation practice and to traditions and the personal spiritual understanding/journey. The discover the basic principles of warriorship in your daily life. principle that both outer and inner knowledge contribute to one's path, which was introduced at the beginning of the student's REL393W journey, is brought to fruition. The particular focus of the second half Shambhala Training Level IV: Awakened Heart (1.0) of the class is the final preparation and presentation of the senior Shambhala Training is the path of study and practice of Shambhala project. warriorship: the tradition of human bravery, not being afraid of who you are. This path shows how to take the challenges of REL499 daily life in our modern society as opportunities for contemplative Independent Study: Religious Studies (0.5-4.0) practice. Shambhala Training is inspired by the ancient legend This course offering is an opportunity for students to engage in in- of the Kingdom of Shambhala, said to be an enlightened society depth, concentrated study with a particular faculty member for based on gentle and fearless action. The Shambhala Training path a semester. The design of study and course work are decided of study and practice begins with a series of weekend levels known upon by the student and faculty member. Independent Studies will as the Heart of Warriorship, which provides the tools you need count for a standard 3 credits. If a variable credit (0.5 - 4 credits) to establish a personal discipline of meditation practice and to Independent Study is desired, a student must receive additional discover the basic principles of warriorship in your daily life. approval. See the Independent Study Application for further details.

REL394W REL501W Shambhala Training Level V: Open Sky (1.0) Theravada Vipassana: Weekend (1.0) Shambhala Training is the path of study and practice of Shambhala When mindfulness meditation is practiced, the exquisite ordinariness warriorship: the tradition of human bravery, not being afraid of of the movement of breath, of the sensation of the body sitting who you are. This path shows how to take the challenges of on the earth, and of the busyness of the mind and emotions is daily life in our modern society as opportunities for contemplative discovered. This intensive weekend introduces insight meditation, practice. Shambhala Training is inspired by the ancient legend "vipassana," from the Theravada Buddhist tradition of Southeast of the Kingdom of Shambhala, said to be an enlightened society Asia. This course includes mindfulness practice in sitting, walking, based on gentle and fearless action. The Shambhala Training path and daily life through short talks, guided meditations, and the of study and practice begins with a series of weekend levels known practice of "noble silence." Cross-listed as REL157W. as the Heart of Warriorship, which provides the tools you need to establish a personal discipline of meditation practice and to REL503 discover the basic principles of warriorship in your daily life. Tibetan I (4.0) This class develops a foundation in literary Tibetan and begins REL485 the study of modern spoken Tibetan. The first semester focuses on BA Wisdom Traditions Retreat (1.0) the grammatical foundation of the language, the acquisition of This weekend retreat takes place at the beginning of each basic vocabulary, and training in the skills of correct pronunciation, fall semester and prepares students for BA Wisdom Traditions handwriting, and spelling. Students should expect to study at least Capstone in the spring semester. Engaging in contemplative eight hours per week outside of class. Cross-listed as REL274. practices together connects students to Naropa's spiritual and cultural roots, instills a sense of community with faculty and peers, REL504W and restores energy and balance for the new academic year. Breeze of Simplicity: Meditation Weekend (1.0) Introduction to the field of religious studies from the perspective This course introduces spiritual practices, meditation, and various of contemplative education, as well as to important thematic and themes from specific spiritual traditions. The spiritual tradition will analytic perspectives, Building community, forming friendships, and vary depending on the visiting instructor presenting. Beginning sharing our mutual journey is central to this retreat. Course fee. or experienced students are welcome and are guided through the presentations. The weekend includes lectures, discussion, REL489 meditation, and/or other spiritual practices. Cross-listed as BA Wisdom Traditions Capstone (2.0) REL158W. The Capstone class gives students the opportunity to create and present a capstone project that demonstrates student learning REL507 and integration within their chosen concentration. The range of Sanskrit I (4.0) possible capstone projects is broad and includes research papers, An introduction to the classical Sanskrit language. The first-year assistantships and internships, and original interactive projects. This course includes developing familiarization with the Sanskrit course reviews religious studies as an academic discipline, with alphabet (devanagari), mastering the conventions of euphonic a special emphasis on applying religious studies methodology combination (sandhi), and learning the basics of Sanskrit grammar. to religious traditions and phenomena encountered in their major In addition, we begin reading texts from the classical Indian study. Special emphasis is placed on written and oral expression, tradition, particularly selections from the Mahabharata and integrative understanding, and the relationship between religious Ramayana and from some simple Buddhist texts (e.g., the Heart

38 Naropa Course Catalog 2019—2020 Sutra). Students should expect to study at least six hours per week REL535 outside of class. Cross-listed as REL277. Kabbalah and Consciousness (3.0) This course explores the mystical teachings of the Kabbalah as a REL525 map of consciousness and path of spiritual transformation. Emphasis Contemplative Christianity (3.0) will be placed on contemporary, universal, and experiential This course examines the contemplative and mystical tradition approaches to these mystical teachings and practices. Cross-listed of Christianity and its recent recovery by mainstream Christians as REL321. through the work of Thomas Merton and others. Students examine contemplative perspectives on such major topics as God, Christ, REL537 salvation, divine union, deification, scripture, and spiritual evolution, Sanskrit II (4.0) especially as these views contrast with modern fundamentalism. This course is a continuation of Sanskrit I. Prerequisite: REL507. This class also studies the contributions of the major historical writers Cross-listed as REL287. of the tradition. The class includes ample time for contemplative practice. Cross-listed as REL325. REL540 Zen Buddhism (3.0) REL529 In this course, the Zen Buddhist tradition is studied through its Contemplative Judaism (3.0) meditation practices and through lectures and discussion on the This course explores the contemplative teachings and practices of writings and teachings of the Zen masters. The course includes traditional Judaism. We will study sacred texts such as the Hebrew instruction in zazen, periods of sitting zazen, instructions on Bible and the Talmud, learn about classical Jewish rituals and applying mindfulness to one's daily life, as well as studying methods of prayer, and explore contemplative approaches to the classic texts and teachings of the tradition. The course includes Hebrew calendar and the holiday cycle. Our exploration of these opportunities for a weekend retreat at one of the Zen centers in the topics is approached with an eye toward understanding how these Boulder vicinity. Course fee. Cross-listed as REL345. teachings and practices are engaged as a spiritual path. Cross- listed as REL 229. REL543E Classical Jewish Mysticism (3.0) REL530 This course outlines the major trends of the Jewish mystical tradition, Yoga and Globalization: The Inception of Postural Yoga ranging from the biblical period until the teachings of Isaac Luria (3.0) in the sixteenth century. The history and contemplative approach Looking at the textual sources, historical circumstances, and geo- of the Hekhalot/Mekavah School, Abraham Abulafia, the Zohar political processes that helped create the conditions for the School, and Isaac Luria are covered. Topics include theosophy and emergence of modern postural yoga, this course utilizes a recent theurgy, ecstatic and contemplative prayer, mystical psychology, swath of critical historical studies on the pioneers of modern soul transmigration, and esoteric interpretation of scripture. The yoga and their cultural milieu. Students will also closely study the course provides a basic kabbalistic vocabulary and introduction to primary source texts of these architects of modern yoga, such as primary mystical sources that prepares the student for further study the writings of Swami Vivekananda, Tirumalai Krishnamacharya, of contemplative Judaism. Throughout the course, attention is paid and Swami Kuvalayananda, which will be contextualized through to the experiential dimension of the teachings. Co-requisite: REL529 a consideration of the dynamic cross-cultural encounters that or equivalent. these authors skillfully navigated. This will equip students with the tools to recognize the myriad ways in which modern yogic REL544 traditions traced their roots and adapted to new contexts in the Sufism: An Introduction to its History, Thought, and Practice great diasporic profusion of yoga into what is now a globalized (3.0) and heterogeneous "world" tradition. A historical-experiential introduction to Sufi history, beliefs, and practices in a five-day intensive retreat course. One part of the REL533 course will explore the historical development of a mystically Tibetan II (4.0) oriented movement in Islam, a movement which both understands A continuation of Tibetan I. The second semester continues the itself to be older than Islam and which develops widely divergent work begun in Tibetan I, with the addition of working on an attitudes to Islam. Its evolution will be pursued from Arabia to actual Tibetan text. Students use an integrated approach of Central Asia and Egypt to modern Turkey, India, and the United developing varied oral, aural, and written skills to produce an States. The second part of the course will focus on the distinctive overall knowledge of the language. Prerequisite: REL503. Cross- features of Sufi culture, mystical theology, subtle physiology and listed as REL284. psychology, as well as training and practice. In this course, students will engage both historical and traditional texts, learn about traditional Sufi teaching and training contexts, and participate in experiential exercises in order to gain a firsthand experience of contemplative practices in Islamic culture. Cross-listed as REL338.

39 Naropa Course Catalog 2019—2020 REL545 REL552W Contemplative Islam: An Introduction to Its History, Thought, Zen Intensive Weekend (1.0) and Practice (3.0) The teaching and practice of Zen Buddhism assumes that there is A historical-experiential introduction to Islamic history, beliefs, and a Big Mind present in all mental and physical activities, that this practices in a five-day intensive retreat course. One part of the Big Mind can be realized, and that its realization can be matured. course will explore the historical development of Islam, a tradition The class looks at how this Zen paradigm, its teachings, practices, which understands itself to be a sixth-century reform movement and realization, can be a personal vision and part of professional restoring the proper understanding of God's oneness (tawhid), contemporary psychology. Cross-listed as REL156W. as well as its five core beliefs and five pillars of practice from a contemplative perspective. The second part of the course will REL553 focus on contemplative and mystical practices in Islam, including Tibetan III (4.0) those drawn from Sufism. In this course, students will engage This course continues to expand student knowledge of the grammar both historical and traditional texts, learn about traditional Islamic and vocabulary of literary Tibetan, primarily through translating teaching and practice, and participate in experiential exercises in texts in different genres such as sutras, lives of Buddhist saints, order to gain a firsthand experience of contemplative practices in history, philosophy, and so forth. It also continues to develop student Islamic culture. Cross-listed as REL314. knowledge of spoken Tibetan. Prerequisite: REL533. Cross-listed as REL375. REL546 Flight of the Swans: Dharma Comes West (3.0) REL554W Buddhist thought, Buddhist practice, and Buddhist poetry have Opening the Heart (1.0) had a huge impact on North American culture since the 1950s. This course introduces spiritual practices, meditation, and various For several decades, the teachings of Buddhist adepts seemed themes from specific spiritual traditions. The spiritual tradition will inseparable from cultural revolution, from poetry, from free speech. vary depending on the visiting instructor presenting. When the Writers and artists popularized haiku, poems of enlightenment, vast network of pain and confusion in the world is experienced, the anti-war movement, and the recognition that ecosystems are one can become overwhelmed and full of despair. This weekend living beings. They wrote sutras and used magical language. Haiku provides tools that allow one to work with this in order to discover flourished in WWII internment camps for Japanese-Americans. compassion and the courageous heart available to everyone. Much of this counter-culture and tangled history arrived at Naropa Cross-listed as REL255W. University at its founding. This course will delve into the Beats, Dharma bums, ghost tantras, and the empowerment of women. The REL557 role of Asian American communities, converts, mountains, and rivers Sanskrit III (4.0) are part of the mix. Cross-listed as REL348. A continuation of the second year of basic Sanskrit grammar, pronunciation, dictionary usage, and vocabulary acquisition. REL547 There is strong emphasis on noun compounds (samaasas). We Contemplative Practice Intensive (1.5-6.0) move onwards through the Goldman and Goldman primer, The purpose of this intensive is to give students the opportunity Devavanipravesika. We read selectively in a range of texts, to deepen their discipline and knowledge of their own spiritual including Hindu and Buddhist scripture, and secular court poetry. tradition in a community setting that offers a prescribed schedule Stanzas from Bhagavad-gita are introduced, as well as the Heart of practice and of service. Graduate students may choose to Sutra. Particular attention is given in class to Indic culture, its complete a program ranging in length from one week to a connection to Sanskrit language and religious traditions, and issues maximum of four weeks at a retreat center of their choice. The raised by the work of translation. Prerequisite: REL537. Cross-listed center or organization must be approved by the Religious Studies as REL377. program. Some examples of these sites are Tibetan centers, Insight, vipassana retreat centers, Zen centers, REL561E Christian monasteries, ashrams, and Jewish contemplative retreats. Hasidism: Movement, Masters, Teaching (3.0) Other choices are possible with the approval of the program. It This course explores the history and contemplative approach of is advisable to check with the Contemplative Practice Director to Eastern European Hasidism, the mystical/pietistic revival movement make sure that your choice of retreat center can be approved. that formed in southeastern Poland in the eighteenth century. Topics Students are responsible for paying all program costs charged by include contemplative prayer, mystical/charismatic leadership, the organization or institution that offers the retreat. These costs are mystical immanence of the Divine, worship through materiality, in addition to Naropa tuition. This course is offered for variable- devekut (mystical union), minhag (custom), and ecstatic forms of credit; the number of credits (1.5 - 6) will be determined by the music and dance. Co-requisite: REL529 or equivalent. length of the retreat. Cross-listed as REL258.

40 Naropa Course Catalog 2019—2020 REL571 emotions, and the cultivation of maitri (loving-kindness). This course Christian Prayer and Mystical Practices (3.0) includes weekly discussion groups, individual meetings with a This course introduces Christian practices of prayer, with particular meditation instructor, and daily meditation practice. MA and MDiv. focus on contemplative and mystical spiritual practices within Christian traditions. The course explores lectio divina, Centering REL602 Prayer, Christian meditation, hesychast Jesus prayer, embodied Contemplative Communication in Spiritual Caregiving (3.0) labyrinth walking, praying with icons, liturgical prayers, and The discipline of professional spiritual caregiving is both a quality chanting. The course places these practices in broader historical of being in the world and a collection of techniques and skills. and theological contexts of diverse Christian communities. The Contemplative spiritual caregiving is neither science nor art, but course includes instruction and active student participation in these a craft that combines theoretical, technical, theological, and practices. Cross-listed as REL271. philosophical principles with inner intuition, skillful communication, and a dynamic ability to reside in the present moment. This class REL583 examines the nature of human communication and the ways that Tibetan IV (4.0) our habitual patterns of listening, speaking, and making meaning This course continues to expand student knowledge of the grammar are shaped by our familial and cultural heritage. By learning and vocabulary of literary Tibetan, primarily through translating and practicing contemplative approaches to attending others, texts in different genres such as sutras, lives of Buddhist saints, students bring awareness to their personal communication styles history, philosophy, and so forth. Also continues to develop student and cultivate skillful means in helping relationships. Through student knowledge of spoken Tibetan. Prerequisite: REL553. Cross-listed as presentations of family maps and process exercises built on REL385. these presentations, we explore the many faces and aspects of caregiving through the lens of family systems. REL585 Spiritual Models of Social Action (3.0) REL603 A study of historical and contemporary figures who exemplify the Tibetan V (3.0) spiritual ideals of nonviolent social action, tracing their unique ways This course continues to expand student knowledge of the grammar of turning their personal challenges into nonviolent leadership. and vocabulary of literary Tibetan, primarily through translating texts Drawing upon autobiography, biography, critical analysis, and film in different genres such as practice instructions, commentaries, songs as source material, students develop a personal dialog with each of realization, lives of Buddhist saints, history, philosophy, and so of these activists, examining how inner and outer journeys join in forth. Prerequisite: REL583. spiritually based social activism. Cross-listed as REL312. REL609W REL587 Mindfulness Instructor Training I (1.0) Sanskrit IV (4.0) The first in a three-course series training students to offer instruction in This semester completes the range of Sanskrit grammar, with shamatha practice and become mindfulness instructors. Participants secondary conjugations, vocabulary acquisition, an investigation develop skills in first-time meditation instruction and mentoring new of etymology, and a study of the principles behind words and practitioners. Guidance in sitting meditation posture, mindfulness their meanings. In addition to finishing the textbook on grammar, of breathing, walking meditation, and working with some of the Devavanipravesika, the class reads examples of a range of the main obstacles to shamatha are emphasized. Practical Buddhist, Hindu, and secular verses. Increased attention is given demonstrations, mock interviews with faculty, peer feedback, to translation and the hands-on practice of bringing ancient texts lectures and discussion, and sessions are into the contemporary world. Prerequisite: REL557. Cross-listed as included. Prerequisite: Students are accepted by application only, REL387. must have completed a dathun, and must have maintained a consistent shamatha practice for at least one year REL590 Special Topics in Religious Studies (3.0) REL611 The Special Topics course explores topics of general focus and First Turning of the Wheel: Nature of Mind and Emotions relevance to the field of religious studies, geared toward the (3.0) research interests of the faculty. Specific topics are announced the The first turning introduces the early sutra discourses of the Buddha semester the course is offered. and the abhidharma (higher dharma) distillation of the Buddhist teachings on the nature, structure, and operation of the mind REL600 and emotions. This course provides a selected survey of the Meditation Practicum I: Seeds of Peace (3.0) essential texts from both the Northern (Vaibhashika) and Southern Students are introduced to sitting meditation practice, drawn from (Theravada) schools, along with historical context and applications the Tibetan Buddhist tradition of shamatha-vipashyana. Weekly to meditation practice. lectures emphasize experiential aspects of the practice, involving such topics as the discovery of impermanence, working with

41 Naropa Course Catalog 2019—2020 REL611E healthy communication models such as mediation and nonviolent First Turning of the Wheel: Nature of Mind and Emotions communication. Woven throughout is a focus on the dynamics of (3.0) privilege, power, and diversity, and group-field process work as a The first turning introduces the early sutra discourses of the Buddha way to engage group life. and the abhidharma (higher dharma) distillation of the Buddhist teachings on the nature, structure, and operation of the mind REL616 and emotions. This course provides a selected survey of the Integration Lab I (1.0) essential texts from both the Northern (Vaibhashika) and Southern The first in a series of small groups in which students participate (Theravada) schools, along with historical context and applications throughout their degree program. Emphasis is on providing a to meditation practice. reflective container to integrate lived experience, classroom learning, contemplative practice, and exploration of one's REL613 professional journey. Through group process, individual reflection, Buddhist Meditation: Calm Abiding, Insight, and Kindness mentoring, and community engagement, the lab facilitates the (1.5) integration of personal, communal, and theoretical domains of REL613 Buddhist Meditation: Calm Abiding, Insight, and Kindness learning in order to support students in vocational discernment (1.5 Credits) Graduate Meditation practice is an essential aspect and professional development in religious studies and/or spiritual of Buddhist training, providing methods for the direct experience leadership. of both our intrinsic wakefulness and the habitual patterns that generate and reinforce suffering. Meditation and study skillfully REL620 joined form the "two wings of the bird" of Buddhist training; if either Meditation Practicum II: Self and No-Self (3.0) is missing; the bird is unable to fly. This course introduces views and Selflessness is considered a profound and difficult teaching. The practices of ?amatha, vipa?yan?, and loving kindness meditation, subject is first approached indirectly by exploring the deeply emphasizing methods drawn from the Therav?da, Zen, and Tibetan conceptualized nature of human experience. This leads to traditions. The course format combines daily talks and meditation identifying our experience of having a "self" and analyzing this practice, with alternating days of discussion groups. This program "self" using analytical meditation. Does it exist or is it just an will be held at Shambhala Mountain Center, Red Feather Lakes, emotionalized fabrication? Based on the Theravada and Tibetan CO, January 9-14, 2018.Lodging and meals: $400 (Please register Shedra traditions. Prerequisite: REL600 or permission of instructor. for Subsidized rate.) (This is a subsidized rate and includes 5 nights of dorm room accommodation, 3 meals per day and tea snacks REL623 & materials) Students may upgrade their accommodation at an Religious Experience in Africa: Sacred Cosmos, Ritual, and additional cost.Please register for lodging via this link: https:// Community (3.0) www.shambhalamountain.org/program/heart-buddhist-meditation- The course is an introduction to the cultural study of traditional naropa-2017/ African religions. We begin with close attention to cosmology, the traditional view of the world as filled with living, sacred powers. REL614 These powers are experienced in various ways: as ancestral Mind and Its World (3.0) presences; nature deities; and personal guardian spirits. Therefore, An in-depth exploration of the fundamental Buddhist teachings on we focus on ritual practices, ways of communicating with unseen how beings produce karma, afflicted mental states, and suffering forces to bring communal and personal healing, restoring balance for themselves and others, and how to reverse that process on the in the human relationship to nature. Offered alternate years. Cross- path to liberation, based on the Indo-Tibetan Buddhist monastic listed as REL323. university (shedra) tradition. The course examines the relationship of sense perception, concepts/views and emotions, causality and REL625 dependent origination, valid and non-valid cognition, conceptual Christian Scripture and Spirituality (3.0) and non-conceptual consciousness, how humans can fabricate Combining a survey of Christian canonical biblical texts with and believe in non-existent objects of perception projected onto their contemporaneous ancient near-Eastern literatures, including themselves and others that are typically entwined with their mental Gnosticism, this course introduces students to major biblical and afflictions, and the antidotes of the three trainings and the stages of theological themes within Christian discourse. The course explores the path. prevailing practices many Christians utilize to integrate sacred scripture within individual and communal rituals, and meets the REL615 needs of MDiv students preparing for professional spiritual care. Power, Privilege, and Diversity (3.0) Western social justice, peacemaking, and mystical traditions will An examination of the nature of the human group-field. Of be considered in light of contemporary challenges of textual particular concern is how human groups create both helpful interpretation, fundamentalism, gender and sexuality, constructions and harmful conditions in the world. This class provides the of "God," and contemporary spirituality. Offered alternate years. theoretical underpinnings of the group-field, including living systems theory, group dynamics, liberation theory, conflict theory, and

42 Naropa Course Catalog 2019—2020 REL628 REL644E Studying Buddhism: Methods and Issues (3.0) Contemplative Judaism Practicum: Prayer and Meditation Given its diversity, what constitutes Buddhism? This course (3.0) investigates traditional guidelines for understanding, interpreting, This experiential course provides students with instruction and and arranging the diverse teachings and practices of Buddhism. guidance in traditional and contemporary modes of Jewish Contemporary transformations and interpretations of Buddhism contemplative practice. Practices include davenen (traditional are also considered. Topics covered include the role of lineages, liturgical prayer), Hebrew letter manipulation and chanting, teachers, and meditation; and the use of intellect, community, visualization practices, contemplative ritual, niggunim (melodic personal experience, and so forth. meditation), breathing practices, Lurianic prayer, musar practices, Hasidic dancing, HaBaD hitbonenut (contemplation) practice, REL631E and contemporary expressions of . Prerequisites: Musar and Pietism: The Jewish Ethical Tradition (3.0) REL529, REL543E, and REL561E. This course surveys the teachings and literature of the major pietistic trends from the Middle Ages until modern day. Emphasis is placed REL645 on the medieval pietistic teachings of Bachya Ibn Pequdah and Methods and Issues in the Study of Religion (3.0) Abraham Maimonides and their relationship with Sufi teachings; This course examines a variety of methodologies that have been, on the pietistic teachings of sixteenth-century Safed as expressed in and continue to be, used to study religion. Scanning a range of texts such as Reishit Chochmah; on the writings of Moshe Chayyim religious phenomena, from the mystical experience, to myth and Luzatto; on the teachings of the East European Musar schools of ritual, sacred image, word, space, and more, we explore the Slobodka, Novhorodok, and Salant; and on modern expressions writings of scholars who have drawn on philosophical, sociological, of Musar such as those found in the writings of Levinas, Hutner, comparative, feminist, and postmodern methodologies. The aim of and Soloveichik. The transformational practices of these schools the course is as much to build a theoretical foundation for the further is explored through introspective and interpersonal exercises. Co- study of religion as to provide a forum to examine and develop our requisite: REL529 or equivalent. own understanding and definitions of the religious life.

REL633 REL650 Tibetan VI (3.0) Buddhist Meditation Intensive (0.0) This course continues to expand student knowledge of the grammar In this twenty-eight-day intensive group meditation, students practice and vocabulary of literary Tibetan, primarily through translating texts shamatha-vipashayana in Tibetan, Zen, or Insight Meditation in different genres such as practice instructions, commentaries, songs traditions under the guidance of trained meditation instructors. of realization, lives of Buddhist saints, history, philosophy, and so The choice of retreat is approved by Religious Studies faculty and forth. Prerequisite: REL603. school director beforehand. This training can provide experiential, direct insight into the nature of mind and the Buddhist teachings. REL634 The meditation intensive is a noncredit requirement for the MA in Hindu Tantra (3.0) Religious Studies: Indo-Tibetan Buddhism (with or without Language) What is referred to as "Tantra" encompasses a complex set of and the Master of Divinity programs. Students should complete the traditions, practices, and worldviews that have been subjected meditation intensive during the winter break of their first year or the to a rather extreme degree of misunderstanding, romanticization, summer following their first year. cultural appropriation, as well as vilification. This course aims to demystify "Tantra" and create a solid foundation for understanding, REL651 appreciating, and historically navigating its many streams, social Contemplative Practice Intensive: Religious Studies Students dynamics, ritual technologies, and philosophies. The timeline of (0.0) our inquiry spans from Hindu Tantra's first beginnings in fifth- to This twenty-eight-day group contemplative practice intensive can sixth-century India all the way up to its dramatic metamorphosis in be done at an established contemplative center in a faith tradition twentieth and twenty-first century traditions dubbed "Neo-Tantra." of the student's choice: Christian monastery, Hindu ashram, Tibetan Cross-listed as REL334. Buddhist meditation center, Jewish contemplative retreat center, Zen monastery, etc. The retreat gives the participant an opportunity REL635 to practice a prescribed discipline while living in community with Meditation Practicum III: Mind-Training (3.0) others in a contemplative environment. The choice of retreat is This course continues instruction in meditation practice, emphasizing to be approved by Religious Studies faculty and school director Mahayana practice, including the generation of an enlightened beforehand. The contemplative practice intensive is a noncredit attitude (bodhicitta), the practice of the perfections (paramitas), the requirement for MA in Religious Studies: Contemplative Religions training of the mind (Lojong), and the exchange of the self and other (with or without Language) and Master of Divinity programs. (tonglen). Based on the Indian and Tibetan traditions. Prerequisite: Students should complete the contemplative practice intensive REL620 or permission of the instructor. during the winter break of their first year or the summer following their first year.

43 Naropa Course Catalog 2019—2020 REL654 Talmudic to modern periods, this course emphasizes the teachings Integration Lab II (1.0) of Mendelssohn, Hirsch, Rosenzweig, Mordechai Kaplan, A continuation of REL616.Prerequisite: REL616. Soloveitchik, Hartman, Levinas, and Zalman Schachter-Shalomi. Special attention is given to how these teachers understand REL655 the relationship between Jewish law and the process of inner Trends in Religious Studies (3.0) transformation. Co-requisite: REL529 or equivalent. Can a scholar be both a participant and an observer? The field of religious studies is embroiled in a debate between objectivity and REL672 reflexivity. In recent years, a demand for new methods that allow the Non-Dualism in Theory and Practice (3.0) scholar's voice and participation to be present and engaged in the An exploration of issues in the study of what is often regarded as process of observation has created space for reflexive, narrative, the most profound element of religious life: the non-dual and the intertextual, and qualitative methods. In this course, we explore mystical. How do we study the deepest elements of our own and religious studies through the lens of current issues such as ecology, other religious traditions? How do we remain conscious of the religion and science, postcolonial approaches, politics, and the impact of our own assumptions, experiences, and aspirations? interaction of religion with race, class, and gender through the Through these questions, we interrogate and problematize both social sciences. the non-dual experience and the scholarly endeavor, exploring fundamental considerations for the contemplative study of religion REL658 and spirituality. Ritual Arts (3.0) This course examines working with the collective community field REL676 through ritual, the art of understanding and embodying the sacred Inner Oral Tradition of the Torah (3.0) through activities of body, speech, and mind. The course will study An examination of the mystical contemplative tradition of Judaism and present rituals such as weddings, funerals, blessings, and rites through a demonstration of its approach to Torah texts. The of passage in order to equip chaplains, ministers, and spiritual emphasis in the course is on the development and expression of leaders to serve their constituencies. The course will train students critical thinking and intuition. Good questions are a priority over to craft and lead ritual, discerning the needs of the community, the good answers. Age-old Chassidic methodologies are used toward articulation of sacred space, as well as their own authentic voice. this end. Dramatization of stories are utilized to access the students' emotions and intuitive powers. Exposure to practices like shofar REL661 and succah give the students a firsthand experience of Jewish Second Turning of the Wheel: The Bodhisattva Path (3.0) contemplative practice. Offered alternative years. Cross-listed as This course examines the philosophical view, meditation practice, REL376. and compassionate action of the bodhisattva path, as expressed in the Mahayana texts. Prajnaparamita and the Vimalakirti Sutras REL690W provide the ground from which the bodhisattva path is explored Shambhala Training Level I: The Art of Being Human (1.0) in Shantideva's Bodhicaryavatara. Finally, the ultimate view of Shambhala Training is the path of study and practice of Shambhala emptiness is explored in the work of 's Root Verses of the warriorship: the tradition of human bravery, not being afraid of and its commentaries. Prerequisite: REL611. who you are. This path shows how to take the challenges of daily life in our modern society as opportunities for contemplative REL661E practice. Shambhala Training is inspired by the ancient legend Second Turning of the Wheel: The Bodhisattva Path (3.0) of the Kingdom of Shambhala, said to be an enlightened society This course examines the philosophical view, meditation practice, based on gentle and fearless action. The Shambhala Training and compassionate action of the bodhisattva path, as expressed path of study and practice begins with a series of weekend levels, in the Mahayana texts. Prajnaparamita and the Vimalakirti Sutras known as the Heart of Warriorship, which provides the tools you provide the ground from which the bodhisattva path is explored need to establish a personal discipline of meditation practice and in Shantideva's Bodhicaryavatara. Finally, the ultimate view of to discover the basic principles of warriorship in your daily life. emptiness is explored in the work of Nagarjuna's Root Verses of the Middle Way and its commentaries. Online course. Prerequisite: REL691W REL611E. Shambhala Training Level II: Birth of the Warrior (1.0) Shambhala Training is the path of study and practice of Shambhala REL663E warriorship: the tradition of human bravery, not being afraid of Jewish Law: Traditional, Progressive, Radical (3.0) who you are. This path shows how to take the challenges of This course investigates the philosophical and mystical daily life in our modern society as opportunities for contemplative underpinnings of Jewish law. Issues include tradition and change, practice. Shambhala Training is inspired by the ancient legend interpretive freedom, authority, ritual as magic, kabbalistic vs. of the Kingdom of Shambhala, said to be an enlightened society philosophical views of halakha (Jewish law), antinomian trends, and based on gentle and fearless action. The Shambhala Training contemporary expressions of halakhic practice. Ranging from the path of study and practice begins with a series of weekend levels,

44 Naropa Course Catalog 2019—2020 known as the Heart of Warriorship, which provides the tools you REL701 need to establish a personal discipline of meditation practice and The Middle Way School (3.0) to discover the basic principles of warriorship in your daily life. This uncompromising rejection of stable, findable existence in any phenomena as the profound basis for non-dual compassionate REL692W action is a radical challenge to our conventional sense of having Shambhala Training Level III: Warrior in the World (1.0) an existent self that experiences solid objects, with its resulting Shambhala Training is the path of study and practice of Shambhala dualistic approach to ethics. Its famous teachings on emptiness and warriorship: the tradition of human bravery, not being afraid of its union with compassion has generated a range of interpretations, who you are. This path shows how to take the challenges of which are explored, particularly in the Indian as well as the Tibetan daily life in our modern society as opportunities for contemplative Kagyu, , and Geluk traditions. Prerequisite: REL661. practice. Shambhala Training is inspired by the ancient legend of the Kingdom of Shambhala, said to be an enlightened society REL702 based on gentle and fearless action. The Shambhala Training Tibetan Translation Project (1.5) path of study and practice begins with a series of weekend levels, One-on-one mentoring of a Tibetan language student by a senior known as the Heart of Warriorship, which provides the tools you translator. The student selects a Tibetan text, or portion of a text, in need to establish a personal discipline of meditation practice and consultation with the senior translator. The goal is to deepen the to discover the basic principles of warriorship in your daily life. student's knowledge of the grammar, vocabulary, cultural context, and content of the specific text and genre. Students may only take REL693W this class with the permission of the program. Shambhala Training Level IV: Awakened Heart (1.0) Shambhala Training is the path of study and practice of Shambhala REL703 warriorship: the tradition of human bravery, not being afraid of Sanskrit Translation Project (1.5) who you are. This path shows how to take the challenges of One-on-one mentoring of a Sanskrit language student by a senior daily life in our modern society as opportunities for contemplative translator. The student selects a Sanskrit text, or portion of a text, practice. Shambhala Training is inspired by the ancient legend in consultation with the senior translator. The goal is to deepen the of the Kingdom of Shambhala, said to be an enlightened society student's knowledge of the grammar, vocabulary, cultural context, based on gentle and fearless action. The Shambhala Training and content of the specific text and genre. Students may only take path of study and practice begins with a series of weekend levels, this class with the permission of the program. known as the Heart of Warriorship, which provides the tools you need to establish a personal discipline of meditation practice and REL705 to discover the basic principles of warriorship in your daily life. Mind Only School (1.5) The Mind Only School provides an insightful exploration into how REL694W we create and maintain the illusion of our projections, along with Shambhala Training Level V: Open Sky (1.0) all the suffering that such illusion engenders. Analytical meditation Shambhala Training is the path of study and practice of Shambhala is used to explore this process of conceptual and emotional warriorship: the tradition of human bravery, not being afraid of projection and how we might transform it. Students register for this who you are. This path shows how to take the challenges of course through Naropa but take it in their Nitartha Institute summer daily life in our modern society as opportunities for contemplative program. Required for Tibetan Tradition emphasis. Prerequisites: practice. Shambhala Training is inspired by the ancient legend REL614 and REL624. of the Kingdom of Shambhala, said to be an enlightened society based on gentle and fearless action. The Shambhala Training REL709W path of study and practice begins with a series of weekend levels, Mindfulness Instructor Training II (1.0) known as the Heart of Warriorship, which provides the tools you Second in a three-course series training students to offer instruction need to establish a personal discipline of meditation practice and in shamatha mindfulness meditation, this course presents the to discover the basic principles of warriorship in your daily life. development of maitri, in the sense of unconditional friendliness toward oneself, as the ground of practice. Students develop skills in REL699 ongoing meditation mentorship, emphasizing guidance in working Independent Study: Religious Studies (0.5-4.0) with conflicting emotions. Practical demonstrations, mock interviews This course offering is an opportunity for students to engage in in- with faculty, peer feedback, lectures and discussions, and guided depth, concentrated study with a particular faculty member for meditation sessions are included. Prerequisite: REL609W. a semester. The design of study and course work are decided upon by the student and faculty member. Independent Studies will REL710 count for a standard 3 credits. If a variable credit (0.5 - 4 credits) Third Turning of the Wheel: Yogacara and Buddha Nature Independent Study is desired, a student must receive additional (3.0) approval. See the Independent Study Application for further details. An examination of the most important perspectives, ideas, and practices of the Third Turning orientation of the Yogacara, which

45 Naropa Course Catalog 2019—2020 emphasizes meditation and the dynamics of emptiness. Our study settings. Field education is different from volunteer work or includes reading from core sutras such as the Samdhinirmocana employment in that it is a supervised program that integrates and the Uttaratantra Shastra, as well as from commentaries of academic study, spiritual discipline, and the practice of ministry. , , and others. Our understanding is illuminated by modern interpretations of both Asian and Western scholars. REL745 Prerequisite: REL661. Master of Divinity Field Education II (1.5) A continuation of REL744. REL714 Introduction to Pastoral Care (3.0) REL747 This course focuses on the essential elements and specific skills Master of Divinity Clinical Pastoral Education (6.0) necessary for effective counseling in the context of ministry. It Clinical Pastoral Education (CPE) is an interreligious, experiential correlates the relationship between pastoral care and religious method of learning that brings students into supervised encounters ethics, with a special emphasis on Buddhist and Christian with persons in crisis. Through lectures, open group process, comparative ethics. The theories and practices of spiritual and theological reflection, onsite clinical instruction, and individual psychological assessment are presented, as well as experiential supervision, students learn the techniques, skills and self-awareness listening, navigating boundaries, ritual, prayer, and self-care. needed for the competent practice of spiritual care. CPE invites student to grow in awareness of the ways that beliefs, values, family REL720 of origin dynamics, and major orienting life events present both The Mahayana Path to Enlightenment (1.5) resources and challenges to effectively supporting the spiritual This course is a presentation of the five paths on the voyage to health and well-being of others. CPE students are assigned to awakening, the ten ' bhumis, or levels of realization, clinical or community site placements such as hospices, hospitals, and the result: the enlightenment, Buddha's kayas and wisdoms, religious communities, and non-profits for the duration of the course, as well as enlightened activity. We will study what is required where they serve as student chaplains. to embark and progress on the path and what the goal of such spiritual journey is. Students register for this course through Naropa REL749 but take it in the Nithartha Institute summer program. Contemporary American Religion (3.0) This course explores the diversity of American religious life from REL725 numerous perspectives, thereby providing students with the practical Contemplative Practice Intensive (Residential Retreat) (3.0) vocabulary to both understand and interact with the diversity of The residential component of the program aims to facilitate the contemporary religious life. Students survey American religious deeper integration and embodiment of the central contemplative communities (Christian, Muslim, Jewish, etc.) and examine specific practices covered over the course of the program. The retreat beliefs, rituals, and liturgical practices and their application in crisis consists of an intensive practice format, with sitting practice, and transition situations that span the human life cycle, such as movement-based practice, and process-oriented exercises. During birth, marriage, illness, and death. The class also provides hands- this five-day retreat, each day consists of nine program hours. Note: on opportunities for students to both visit local religious communities For MA degree students, residential attendance is required. For and learn from practitioners in these communities. online certificate students, residential attendance or participation in the residential retreat through an online format (if available) or REL751 attendance at a local retreat approved by the faculty coordinator Buddhism in Tibet (3.0) of the program will be acceptable. Prerequisites: REL543E and This course traces the development of Buddhism in Tibet, principally REL561E. during the first and second spreading of Buddhism, when most of the classical forms of Tibetan Buddhism evolved. Attention is REL728 given to the various roles of Nikaya, Mahayana, and Vajrayana Integration Lab III (1.0) Buddhism, and to the interplay of religious, social, and political A continuation of REL654. Prerequisite: REL654. factors in this process. Special attention is paid to Tibet's unique contributions to Buddhism. Offered alternative years. REL744 Master of Divinity Field Education I (1.5) REL760 Field education is a supervised training experience in which Vajrayana: Symbol, Iconography, and Ritual (3.0) students enhance their learning in ministry and/or social This course explores selected literature of Vajrayana Buddhism engagement through fieldwork supported with supervision and in Tibet, from its inception in the seventh century until the Tibetan feedback. Through field education, students learn and serve diaspora in 1959, with emphasis upon the tantric saint and the as healthcare and prison chaplains, social justice advocates, tantric goddess, or dakini. Readings from several genres include educators, and organizers. Field education bridges and deepens biographical and sacred histories, realization literature, and the pastoral education of the Naropa MDiv program with the meditation manuals. The challenges of interpreting symbols and reflective practice of ministry in congregations and community iconography in religion, especially when they are gendered, are

46 Naropa Course Catalog 2019—2020 examined. Offered alternate years. Prerequisite REL614 (Mind and mindfulness meditation, as well as body-scan, practicing with Its World - starting Fall 2018) or REL624 (Mind and Its World II - physical pain, and mindfulness in daily life activities. Students Prior to Fall 2018) or REL661. train in offering both one-to-one mentorship, small group guided mindfulness instruction, and explaining the view of mindfulness REL763 meditation to various populations. Practices to support the well- Dharma Talks and Religious Education (3.0) being of caregivers and teachers are presented. Educational This course examines how individuals and communities understand methods of the course include practice demonstrations, mock religious and spiritual principles and practices, including history, interviews, lectures, discussions, and individual interviews. current trends, foundational theories, and applicable skills. Topics Prerequisite: REL709W. include theories of learning from both Western and Eastern perspectives, stages of faith and moral development, venues for REL820E religious education, and skill training in curriculum development and Advanced Mystical Text Seminar (3.0) lesson planning. Students will deliver dharma talks, sermons, dialog, This course provides the opportunity for advanced study of one and small group teaching utilizing effective methods of discourse or several mystical texts from the Kabbalistic and/or Chassidic and facilitation. traditions. All texts are studied in translation from Hebrew and/ or Aramaic. The author, text, or topic changes each semester REL768 according to the specific needs of the students. Some of the texts Integration Lab IV (1.0) we may study include the works of: Isaac the Blind; Azriel of This course is a continuation of REL728. Prerequisite: REL728. Gerona; Nachmanides; Joseph Gikaltilia; the Zohar; Meir Ibn Gabbai; Moses Cordovero; Isaiah Horowitz; Isaac Luria; Hayyim REL779 Vital; the Baal Shem Tov; the Maggid of Mezheritch; Ya'aqov Interreligious Dialog (3.0) Yosef of Polonoyye; Menahem Mendel of Vitebsk; Levi Yizhaq of This course introduces the student to the creative potential Berditchev; Menahem Nahum of Chernobyl; Elimelekh of Lizhensk; of interreligious dialog for expanding one's theology and Shneur; Zalman of Liadi; Nahman of Brazlav; and Mordekhai Yosef communicating effectively and compassionately across the Leiner; inter alia. Prerequisites: REL543E and REL561E. American religious spectrum. After developing savvy views of dialog, students learn essential skills and protocols applicable to a REL853 variety of dialog settings. Classes also include practical workshops. MDiv Capstone Seminar (3.0) This course is designed to prepare the Master of Divinity students REL780 to undertake the writing of a capstone project required by the Meditation Practicum IV: Maitri and (3.0) program. This final, integrative project offers students an opportunity This course continues the practicum sequence, emphasizing to integrate assessments and coursework experiences during Vajrayana topics such as mandala principle and the Buddha their matriculation in the MDiv program, and to construct a Families, including discussion of the neurosis and sanity associated theological worldview within the professional field of chaplaincy with each family. Space awareness practice (maitri) provides a and/or spiritual leadership. This capstone project is intended to personal experience of these families, and this practice is a central not only draw from the full range of MDiv course materials and part of this class. Based on the Indian and Tibetan traditions. experiences, but is also designed to encourage students to place Prerequisite: REL635 or permission of the instructor. their constructive work in conversation with literature and research in their respective field(s). Transpersonal, contemplative, feminist, REL804 action/participant, social change, and intuitive inquiry are also Applied Ethics and Service Learning (3.0) explored. This course will be offered for 3 credits to MDiv students For third-year MDiv students, this class provides ongoing instruction, who take the course in the 19-20 academic year and who entered direction, and guidance for student fieldwork, with special emphasis under a catalog prior to 2019-20. This course will be offered for on the application of ethical principles in the context of ministry in 2 credits for MDiv students who take the course in the 2020-21 the community. Students and instructors meet weekly, focusing on academic year (and beyond), and who enter under the 19-20 the nature and meaning of doing community-based and spiritually catalog. engaged fieldwork in the arenas of pastoral care and change agency. The Naropa Chaplaincy Project is the site for the service- REL880 learning aspect of the course. Comprehensive Exam (0.0) For students in the MA and MDiv programs only. Please see your REL809W advisor for more information. Mindfulness Instructor Training III (1.0) Third in a three-course series training students to offer instruction in REL885 shamatha mindfulness meditation. It emphasizes guiding people in Master's Project (0.0) practicing with extreme challenges of mind and body. Participants MA and MDiv only. develop skills in offering ongoing guidance in sitting and walking

47 Naropa Course Catalog 2019—2020 REL886 TRA120 Extended Master's Project (0.5) Ikebana/Kado I (3.0) Students who have not completed the master's project may qualify Ikebana is the Japanese art of flower arranging, stemming from for an extension of the master's project semester. May be repeated. a love of nature and a delight in discovering the elegance and MA and MDiv only. creativity of being human. Ikebana is also called "kado, the way of flowers" because it is a meditative practice as well as an art GRAD/UNDG Trad Estrn Art form. We study the classical and improvisational forms of the Sogetsu School of Ikebana, founded by Sofu Teshigahara, as TRA100 well as Japanese culture. Ikebana teaches you that everyone has Shambhala Meditation Practicum (3.0) the gentleness and courage of artistic expression. Cross-listed as The Shambhala tradition, taught by Chogyam Trungpa Rinpoche, is TRA520. a secular path of spiritual training. Students learn sitting meditation and study the principles of Shambhala Warriorship, which involves TRA133 developing personal courage and social responsibility. The Yoga I (3.0) class combines meditation, writing, and a variety of exercises to An introduction to the vast tradition of yoga. Students gain both give direct experience of mindfulness and our own senses. The an understanding of yoga in its historical and philosophical connection between the arts and meditation is also explored and context and an experience of its methods, which constitute an would be of interest to anyone exploring their own creative process. in-depth exploration of breath, movement, and consciousness. A slogan of the class is "Notice what you notice" (a phrase Allen Students engage with the practices of asana (postures designed Ginsberg coined). Cross-listed as TRA500. to generate sensate awareness, alignment, strength, and ease), (breath awareness and control), and dharana and TRA105 dhyana (meditation practices). Cross-listed as TRA515. Taijiquan I (T'ai Chi Ch'uan): Beginning Form (3.0) Students are introduced to the short Yang style of Taijiquan TRA205 developed by Grandmaster Cheng Manching. The first section of Taijiquan II: Completion of Form (3.0) the form is taught. Students are introduced to the philosophy and Students complete learning the full form of the short Yang style of theory of Taijiquan. Students develop a personal practice based Taijiquan developed by Grandmaster Cheng Manching. The first on the principles of relaxation, separation of yin and yang, moving section of the form is refined and the remainder of the form is taught. from the center, maintaining an upright body, and developing Students develop a deeper understanding of Taijiquan principles sensitive hands. Cross-listed as TRA505. and the practice of embodying them. Prerequisite: TRA105. Cross- listed as TRA525. TRA110 Aikido I (3.0) TRA210 We begin with centering ourselves and bringing that awareness Aikido II (3.0) to the situation of "conflict." We simultaneously practice the kata This class continues to build directly on the basic aikido teachings of clean, powerful attacks and harmonious defense responses, and philosophy to create a more centered and calm response to and ukemi, the art of falling. We emphasize extending energy conflict in a martial encounter or in our everyday personal lives. and transforming the encounter to one of excitement and harmony. Relaxed, nonaggressive learning is emphasized. Greater stamina Bokken-aikido sword is introduced. We establish links to the aikido of body and attention is developed. We support our embodied lineage and training communities. We support our embodied experience by reading and reporting on texts of aikido history, experience by reading and reporting on texts of aikido history, philosophy, and technique. We study the practice and ideas of philosophy, and technique. We study other contemporary sensei other contemporary sensei on video and visits to seminars. We through video and visits to seminars. We journal our practice and write papers and journals to enhance our mental reflection and write reflection papers. Cross-listed as TRA510. insight on the complexity of our training experience. Prerequisite: TRA110. Cross-listed as TRA530. TRA114 Indian Devotional and Raga Singing (3.0) TRA220 Singing, first of sixty-four traditional Indian arts, is an ancient system Ikebana/Kado II (3.0) of yoga. Students learn to sing om; that consist of naming This class offers further exploration and in-depth study of ikebana, and manifesting god; svarasseven goddess tones, the notes from the Japanese art of flower arranging. Prerequisite: TRA120. Cross- which all traditional scales are derived; and ragas, crystals of pure listed as TRA540. sound. We study sonic transformation, or the means of transforming consciousness and awareness using sound, such as Shabda TRA233 Brahma (word is god), Nada Brahma (sound is god), etc. All Yoga II: The Energetic Body (3.0) students play the tambura, a stringed drone instrument. Cross-listed This course centers on the academic and experiential study of the as TRA514. energetic-body in the yoga traditions. Drawing from early Tantric

48 Naropa Course Catalog 2019—2020 literature and philosophy as well as both its antecedents and later of yoga's rich literature and philosophy. Prerequisite: TRA233. developments, students will gain an understanding of the original Cross-listed as TRA555. views and functions of the chakra system, as well as how it was adapted through yoga's globalization. Utilizing asana, pranayama, TRA433 meditation, and psychological inquiry, students will engage in an Yoga IV: Yoga Teacher Training (3.0) experiential exploration of their own energetic body. Prerequisite: This course continues the study of an integral yoga practice, which TRA133 or by permission of instructor. Cross-listed as TRA535. combines asana, pranayama, concentration, and meditation. In addition, this class serves as an introduction to Yoga Teacher TRA305 Training, intended to complement and conjoin Yoga V. Students Taijiquan III: Form Refinement and Internal Development continue their study of anatomy, yoga therapy, alignment, yoga (3.0) philosophy, as well as the fundamentals of designating a yoga Once students have completed learning the form, the next step is practice according to an individual's physical and psychological to truly internalize the principles and begin applying them to life constitution. Prerequisite: TRA333. Cross-listed as TRA561. beyond solo practice. In this course, students refine and deepen their understanding of the empty-handed Taijiquan form. Students TRA449 are introduced to neigong (internal development) practices that Yoga V: Yoga Teacher Training (3.0) lead to qi (chi) development and internal skills, as well as interactive Yoga V, in conjunction with Yoga IV, is designed to provide the partner work and the basic choreography of tui shou (push hands). foundation and training needed for students who aspire to teach Prerequisite: TRA205. Cross-listed as TRA545. yoga. This class examines the various topics essential to being a skilled yoga teacher, including yoga therapy; how to safely TRA310 and effectively teach asana and pranayama; the principles of Aikido III (3.0) effective speech; ethics; alignment; how to make adjustments; the Calm confidence and grace emerge naturally with the continued sequencing of postures; knowledge of the yoga tradition and and consistent study of aikido movement. Bodies and concentration philosophy; and the cultivation of one's authentic self-expression. strengthen. One becomes more comfortable with the "confusion," Students also gain regular practice and experience in teaching the unknowing that precedes knowing. Becoming more relaxed yoga. Prerequisite: TRA333. Cross-listed as TRA574. TRA433 must under pressure, speed, complexity, simplicity, and open-heartedness be taken simultaneously. begin to enter the martial engagements. One begins to understand how practice might become a lifetime commitment. Bokken TRA453 and tanto kata are added to intensify the empty hand practice. Yoga History, Theory, and Philosophy (3.0) Readings, reflective writing, and attending seminars are required to The course offers a broad and roughly chronological survey of the further the student's development. Prerequisite: TRA210. Cross-listed thought and practice of yoga in India. This will involve zooming in as TRA550. and out of some of India's most paramount and influential yogic traditions and considering their diverse range of answers to the TRA314 following questions: what is yoga as both a goal and a practice, Indian Devotional and Raga Singing II (3.0) who is the ideal yogi, what are their most fundamental aims, and This course is a continuation of TRA114, Indian Devotional and what kind of worlds do they inhabit? Text traditions examined will Raga Singing. Sing your way to god. We enter two paths of include select Vedic sources, , Epic literature, devotion: praising divine forms and the mysteries of music. How the Yogasutras of Patanjali and its commentaries, the Puranas, the does devotion hold us in the chaos and opportunity of the present? Tantras, medieval Jain and Islamic texts, and the Hathayoga text We master scales and sing deeper into raga melody meditations. tradition. We learn to read music symbols in Sanskrit and to accurately pronounce the Indian consonant matrix. We read the Bhakti Sutras TRA463 of Narada, and sing and read the texts of songs from the myriad Meditation in Yogic and Tantric Traditions: A Practicum saint singers: Mirabai, Kabirdas, Dadu. Daily home practice (3.0) required. Prerequisite: TRA114 or permission of instructor. This course will guide students through a comprehensive curriculum of meditative practice as formulated in Patanjali's Yogasutra. TRA333 Patanjali's yogic system will constitute a foundation for the Yoga III: Synthesis (3.0) practicum and will introduce subtle refinements in posture, methods This course integrates the breadth of yoga practice. In addition for working with the breath and the energy of the senses, and to deepening the practice of asana, students study advanced ways to harness the current of the mind, making space for the breathing practices (pranayama), bandhas and (gestures spontaneous unfolding of meditative awareness and the cultivation that direct the current of life-force), concentration practices of self-mastery. This core curriculum will serve as staging for more (dharana), yogic methods of physical purification, meditation fruitional modes of meditation revealed in tantric sources that (dhyana), internal and vocal sound (), Ayurveda, and more involve visualization and creative acts of imagination. Teachings on meditative praxis will be supplemented by a study of the ways

49 Naropa Course Catalog 2019—2020 of seeing and knowing advances by the source traditions, i.e., the would be of interest to anyone exploring their own creative process. dynamism of their fundamental views as well as their articulations of A slogan of the class is notice what you notice (a phrase Allen the purpose and goal of meditation. Ginsberg coined). Cross-listed as TRA100.

TRA485 TRA503 BA Wisdom Traditions Retreat (1.0) Yoga History, Theory, and Philosophy (3.0) This weekend retreat takes place at the beginning of each The course offers a broad and roughly chronological survey of the fall semester and prepares students for BA Wisdom Traditions thought and practice of Yoga in India. This will involve zooming in Capstone in the spring semester. Engaging in contemplative and out of some of India's most paramount and influential Yogic practices together connects students to Naropa's spiritual and traditions and considering their diverse range of answers to the cultural roots, instills a sense of community with faculty and peers, following questions: what is Yoga as both a goal and a practice, and restores energy and balance for the new academic year. who is the ideal Yogi, what are their most fundamental aims, and Introduction to the field of religious studies from the perspective what kind of worlds do they inhabit? Text traditions examined will of contemplative education, as well as to important thematic and include select Vedic sources, early Buddhist texts, Epic literature, analytic perspectives. Building community, forming friendships, and the Yogasutras of Patanjali and its commentaries, the Puranas, the sharing our mutual journey is central to this retreat. Cross-listed with Tantras, medieval Jain and Islamic texts, and the Hathayoga text REL485. Course fee. tradition.

TRA489 TRA505 BA Wisdom Traditions Capstone (2.0) Taijiquan I (T'ai Chi Ch'uan): Beginning Form (3.0) The Capstone class gives students the opportunity to create and The first third of the form is introduced. The philosophy and theory present a capstone project that demonstrates student learning of Taijiquan (t'ai-chi ch'uan) is discussed. The basic principles of and integration within their chosen concentrations. The range of relaxation, body-upright, movement initiated from the center or possible capstone projects is broad and includes research papers, "tan tien," separation of yin and yang and developing a soft and assistantships and internships, and original interactive projects. This sensitive hand are emphasized. Cross-listed as TRA105. course reviews religious studies as an academic discipline, with a special emphasis on applying religious studies methodology TRA510 to religious traditions and phenomena encountered in their major Aikido I (3.0) study. Special emphasis is placed on written and oral expression, We begin with centering ourselves and bringing that awareness integrative understanding, and the relationship between religious to the situation of "conflict." We simultaneously practice the kata traditions and the personal spiritual understanding/journey. The of clean powerful attacks and harmonious defense responses, principle that both outer and inner knowledge contribute to one's and ukemi, the art of falling. We emphasize extending energy path, which was introduced at the beginning of the student's and transforming the encounter to one of excitement and harmony. journey, is brought to fruition. The particular focus of the second half Bokken-aikido sword-is introduced. We establish links to the aikido of the class is the final preparation and presentation of the senior lineage and training communities. We support our embodied project. Cross-listed with REL489. experience by reading and reporting on texts of aikido history, philosophy and technique. We study other contemporary sensei TRA499 through video and visits to seminars. We journal our practice and Independent Study: Traditional Eastern Arts (0.5-4.0) write reflection papers. Cross-listed as TRA110. This course offering is an opportunity for students to engage in in- depth, concentrated study with a particular faculty member for TRA512 a semester. The design of study and course work are decided Meditation in Yogic and Tantric Traditions: A Practicum upon by the student and faculty member. Independent Studies will (3.0) count for a standard 3 credits. If a variable credit (0.5 - 4 credits) This course will guide students through a comprehensive curriculum Independent Study is desired, a student must receive additional of meditative practice as formulated in Paranjali's Yogasutra. approval. See the Independent Study Application for further details. Patanjali's yogic system will constitute a foundation for the practicum and will introduce subtle refinements in posture, methods TRA500 for working with the breath and the energy of the senses, and Shambhala Meditation Practicum I (3.0) ways to harness the current of the mind, making space for the The Shambhala tradition, taught by Chogyam Trungpa Rinpoche, is spontaneous unfolding of meditative awareness and the cultivation a secular path of spiritual training. Students learn sitting meditation of self-mastery. This core curriculum will serve as staging for more and study the principles of Shambhala Warriorship, which involves fruitional modes of meditation revealed in tantric sources that developing personal courage and social responsibility. The involve visualization and creative acts of imagination. Teachings class combines meditation, writing, and a variety of exercises to on meditative praxis will be supplemented by a study of the ways give direct experience of mindfulness and our own senses. The of seeing and knowing advances by the source traditions, i.e., the connection between the arts and meditation is also explored and

50 Naropa Course Catalog 2019—2020 dynamism of their fundamental views as well as their articulations of insight on the complexity of our training experience. Cross-listed as the purpose and goal of meditation. TRA210.

TRA514 TRA535 Indian Devotional & Raga Singing (3.0) Yoga II: The Energetic Body (3.0) Singing, first of sixty-four traditional Indian arts, is an ancient system This course centers on the academic and experiential study of the of yoga. Students learn to sing OM; chants that consist of naming energetic-body in the yoga traditions. Drawing from early Tantric and manifesting god; svaras-seven goddess tones, the notes from literature and philosophy as well as both its antecedents and later which all traditional scales are derived; ragas-crystals of pure developments, students will gain an understanding of the original sound. We study sonic transformation, or the means of transforming views and functions of the chakra system, as well as how it was consciousness and awareness using sound, such as Shabda adapted through yoga's globalization. Utilizing asana, pranayama, Brahma [word is god], Nada Brahma [sound is god], etc. All meditation, and psychological inquiry, students will engage in an students play the tambura, a stringed drone instrument. Cross-listed experiential exploration of their own energetic body. Cross-listed as as TRA114. TRA233.

TRA515 TRA540 Yoga I (3.0) Ikebana/Kado II (3.0) An introduction to the vast tradition of yoga. Students gain both an This class offers further exploration and in-depth study of ikebana, understanding of yoga in its historical and philosophical context the Japanese art of flower arranging. Cross-listed as TRA220. and an experience of its methods, which constitute an in-depth exploration of breath, movement, and consciousness. Students TRA545 engage with the practices of asana (postures designed to generate Taijiquan III: Form Refinement & Internal Development (3.0) sensate awareness, alignment, strength and ease), pranayama In Level III, the choreography is taught for the completion of the (breath awareness and control), dharana, and dhyana (meditation form from the Low Punch to the end. The entire form is reviewed practices). Cross-listed as TRA133. and refined, with special attention to using the principles to inform correct shapes and movements. Partner work and practice drills are TRA520 introduced. Cross-listed as TRA 305. Ikebana/Kado I (3.0) Ikebana is the Japanese art of flower arranging, stemming from TRA550 a love of nature and a delight in discovering the elegance and Aikido III (3.0) creativity of being human. Ikebana is also called "kado, the way Calm confidence and grace emerge naturally with the continued of flowers" because it is a meditative practice as well as an art and consistent study of aikido movement. Bodies and concentration form. We study the classical and improvisational forms of the strengthen. One becomes more comfortable with the "confusion," Sogetsu School of Ikebana, founded by Sofu Teshigahara, as the unknowing that precedes knowing. Becoming more relaxed well as Japanese culture. Ikebana teaches you that everyone has under pressure, speed, complexity, simplicity and open heartedness the gentleness and courage of artistic expression. Cross-listed as begin to enter the martial engagements. One begins to understand TRA120. how practice might become a lifetime commitment. Bokken and tanto kata are added to intensify the empty hand practice. TRA525 Readings, reflective writing, attending seminars all are required to Taijiquan II: Completion of Form (3.0) further the students' development. Cross-listed as TRA310. The first third of the form is corrected. The second third of the form is taught. While continuing to work on the basic principles, the TRA555 concepts of becoming more relaxed, soft, and open in the body Yoga III: Synthesis (3.0) and mind are emphasized. Cross-listed as TRA205. This course integrates the breadth of yoga practice. In addition to deepening the practice of asana, students study advanced TRA530 breathing practices (pranayama), bandhas and mudras (gestures Aikido II (3.0) that direct the current of life-force), concentration practices This class continues to build directly on the basic aikido teachings (dharana), yogic methods of physical purification, meditation and philosophy to create greater centered and calm response to (dhyana), internal and vocal sound (mantra), Ayurveda, and more conflict in a martial encounter or in our everyday, personal lives. of yoga's rich literature and philosophy. Cross-listed as TRA333. Relaxed, nonaggressive learning is emphasized. Greater stamina of body and attention is developed. We support our embodied TRA561 experience by reading and reporting on texts of aikido history, Yoga IV: Yoga Teacher Training (3.0) philosophy, and technique. We study the practice and ideas of This course continues the study of an integral Yoga practice, which other contemporary sensei on video and visits to seminars. We combines asana, pranayama, concentration, and meditation. write papers and journals to enhance our mental reflection and In addition, this class serves as an introduction to Yoga Teacher

51 Naropa Course Catalog 2019—2020 Training, intended to complement and conjoin Yoga V. Students WRI210 continue their study of anatomy, Yoga Therapy, alignent, Yoga Experimental and Activist Literatures (3.0) philosophy as well as the fundamentals of designating a Yoga This course introduces Black Mountain Poets, the Beats, New York practice according to an individual's physical and psychological School, Black Arts Movement, Language Poets, New Narrative, constitution. Cross-listed as TRA433. and School faculty work---poetic movements and writers that continue to influence Naropa's writing landscape, TRA574 innovation, aesthetics, and activism. By exploring experimental Yoga V: Yoga Teacher Training (3.0) lineages, Naropa archives, as well as contemporary trends Yoga V, in conjunction with Yoga IV, is designed to provide the influencing the Kerouac School milieu, we participate as readers/ foundation and training needed for students who aspire to teach writers/activists and invoke critical/creative awareness that informs yoga. This class examines the various topics essential to being a the writing process. This creative reading and writing workshop skilled yoga teacher, including yoga therapy, how to safely and invokes a vital space of active experimentation and culminates in a effectively teach asana and pranayama; the principles of effective creative portfolio. speech; ethics; alignment; how to make adjustments; the sequencing of postures; knowledge of the yoga tradition and philosophy; and WRI307W the cultivation of one's authentic self-expression. Students also gain Professional Development: Teaching Practicum: Designing a regular practice and experience in teaching yoga. Cross-listed as Writing Workshop (2.0) TRA449. This professional training practicum instructs writing students in the skills necessary for conceiving, organizing, and teaching writing GRAD/UNDG Writing workshops on two levels: public schools and colleges. The course covers the goals and methods of creating a syllabus and course COR110 description, recognition and evaluation of student writing abilities, Writing Seminar I: Art of the Engaged Writer (3.0) and relating the writing workshop to existing curriculum. Techniques This course is designed to meet students where they are as writers for working within school systems are stressed, along with how to and stretch their thinking and writing in new directions. Students stay happy and productive as a writer. Students design and submit focus on the creative alongside the critical, the imaginative next to two syllabi. Prerequisites: WRI210. Cross-listed as WRI607W. the academic. Conducted in workshop format, the course helps students develop skills in both first-person inquiry and formally WRI312 constructed essays. Students explore a number of generative and Poetry & Poetics (3.0) probative writing experiments to locate, identify, and develop ideas, In this workshop we explore the techniques and dynamics of form employing different registers of critical thinking and reasoning about and poetic vision. We analyze and discuss elements of poetry and the topics. Finally, each written piece goes through multiple drafts poetics (the image, the line, collage, prosody, defamiliarization, as students become objective workshop readers who critique in a etc.) with the intention of adding to our own creative repertoires supportive manner. and vocabularies. Throughout the course we undertake writing our own experiments within the diverse field of poetry and poetics. COR115 Reading selections of classic and contemporary poetry for Writing Seminar II: Art of the Scholar (3.0) challenge and inspiration, we generate new texts of our own In Writing Seminar I, students focused their writing on "starting through weekly writing investigations and in-class assignments. With where you are," what Chogyam Trungpa Rinpoche calls "having feedback from our colleagues, we take this work through drafts to meet yourself," and then developed critical thinking and and revisions with the aim of producing a final portfolio. We also writing skills. In Writing Seminar II, students meet themselves think about practical aspects of how poetry is performed, edited, not only as writers, but also as burgeoning scholars and as published, and disseminated; and we consider how or why we may engaged learners to explore the richness of our humanity. They want our own work to participate in these existing economies of practice the art of scholarly investigation that will support their publishing and distribution. Prerequisite: COR110 and Co-requisite: undergraduate education. We'll begin with personal inquiry that WRI210. spurs a multidisciplinary research investigation, incorporating research strategies and presentation skills along the way. Students WRI318 in all sections practice the basics of scholarly investigation and Writing Workshop: Long Poem (3.0) argumentation, building a set of skills they will need and will refine The long poem might be considered in a number of ways: as an throughout their undergraduate education. The semester culminates archive; as an epic; as a serial poem; as a history; as a city of in a seven to eight-page research paper, the topic of which is syntax. This course examines this genre from a number of angles. suggested through class discussions. Students enrolling in Writing Some thematic approaches might include the feminine epic, the Seminar II must have taken and passed Writing Seminar I or the twentieth-century long poem, the relationship between the long equivalent. poem and place, a long poem as the "rejection of closure," or the relationship between the long poem and the pastoral. Prerequisite: COR110 and Co-requisite: WRI210.

52 Naropa Course Catalog 2019—2020 WRI326 surface and give sudden glints of light. We notice how the sentence Professional Development: Small Press Publishing (3.0) unfolds to distill the essence of story. Flash fiction emphasizes The course serves as an introduction to various facets of the subtext and implication. It focuses on precision and detail. It small press, including its history and practical concerns around explores compression, limits, and constraint. In this workshop, we submissions and editing. This is an experiential class, in which answer the question: What occurs within narrative restriction? students learn by doing. Through hands-on study, students learn We say more by saying less. Prerequisite: COR110. Co-requisite: what a small press is, as well as its role in forging community, WRI210. promoting diversity and experimentation, and innovating publishing practices. Working individually and collaboratively, students curate, WRI344 design, distribute, and market one issue of Bombay Gin, as well Literature Seminar: Shakespeare (3.0) as hone their individual professional development by developing Through the examination of a selection of Shakespeare's dramatic submissions and cover/query letters. Prerequisite: WRI210. Cross- tragedies, comedies, and histories, as well as his sonnets, students listed as WRI705. gain knowledge of Shakespeare's works in their literary, historical, and artistic contexts. In addition to explication of Shakespearean WRI328 language and performance of short excerpts from the plays, the Literature Seminar: Nineteenth-Century American Literature course emphasizes critical approaches to reading Shakespeare, (3.0) including those that focus on race, gender, sexuality, and class. This course investigates the historical and literary contexts for Prerequisite: COR110 and Co-requisite: WRI210. nineteenth-century American Literature: the Industrial Revolution; the Abolitionist Movement; transcendentalism; the Gothic novel; WRI349 new poetic forms; and individualism. We look at important works Literature Seminar: Modernism (3.0) of fiction, essay, poetry, and memoir that are exciting and vital This course approaches modernism as an aesthetic movement, to this day. We investigate the ways they reveal and define a tracing its nuances through the nineteenth century to various avant particular American experience and character in history, literature, gardes of the first half of the twentieth century. While students read and poetics. Students engage these concepts through their reading extensively from literary texts in multiple genres and view visual art, of the major literary works of this time. Prerequisite: COR110 and they also explore historical and philosophical contexts. Prerequisite: Co-requisite: WRI210. COR110 and Co-requisite: WRI210.

WRI329 WRI355 Writing Workshop: Contemplative Poetics (3.0) Literature Seminar: World Lit (3.0) Contemplative poetics affirms trust in the meaningfulness of We research world literature to create both a vocabulary and an immediate experience as basis, exploration into modes of environment for our own engagement with national and cultural composition as practice, and attention to elements and structures frames. This course is designed to foster an understanding of the of language as medium. We work with contemplative practices texts, contexts, and concerns which shape the various aesthetic, that ground mind and body in active attention, invite curiosity that social, political, and ideological functions of the works we are extends attention into investigation, and take chances in execution looking at. The works are chosen from three different world regions, that bring surprise of form and insight. This course introduces and through a linked theme or subject matter. We look at how exercises, methods, and procedures to open new directions in aesthetic issues are addressed in each work, and examine the thinking, writing, and being. Prerequisite: COR110 and Co-requisite: interconnection between emerging social issues and the function WRI210. of the work in the era it is written in. The method of instruction for this class combines short lectures with class discussion, research, WRI331 workshops, and in-class writing/reading experiments. Prerequisite: Writing Workshop: Creative Nonfiction (3.0) COR110 and Co-requisite: WRI210. This workshop explores the range of narrative possibilities available under the broad term "creative nonfiction." Students examine a WRI362 number of subgenres that may include the personal essay, literary Writing Workshop: Fiction (3.0) journalism, travel writing, and memoir, and they experiment with This introductory fiction workshop explores techniques and aspects form, point of view, method, and ethics. Readings include historical of craft such as structure, story and plot, character, voice, point of examples as well as work by recent practitioners, especially those view, setting, description, and the possibilities offered by different who innovate the genre. Prerequisite: COR110 and Co-requisite: narrative forms. Reading selections of classic and contemporary WRI210. writing for inspiration and points of departure, we generate new writing of our own through weekly writing investigations and in- WRI339 class assignments. With feedback from our colleagues, we take this Writing Workshop: Flash Fiction (3.0) work through drafts and revisions with the aim of producing a final In this course, we explore the word, phrase, and fragment. We portfolio. We also think about practical aspects of how fiction is capture image or sound. We write concise narratives that reflect edited, published, and read, and consider how or why we might

53 Naropa Course Catalog 2019—2020 want our own work to be published. Prerequisite: COR110 and Co- to Creative Writing & Literature and Creative Writing & Poetics requisite: WRI210. students only; others by permission of the program. Prerequisite: WRI210. Cross-listed as WRI603. WRI369 Writing Workshop: Narrative Forms (3.0) WRI387 This workshop explores the art of generating, editing, and ultimately Professional Development: Book Arts (3.0) realizing original works of fiction. Works are regarded critically In this course, students learn the basics of book arts by creating a in a rigorous but supportive atmosphere. Elements of narrative series of blank journals, utilizing a variety of binding techniques. prose are broken down and approached as separate elements that After foundational skills are explained and mastered, students contribute to a realized piece of writing. Prerequisite: COR110 and create five major projects: a linoleum block book; a hand-painted Co-requisite: WRI210. book; a book as map; a book sculpture; and a text-off-the-page installation. Additional assignments include writing a manifesto, a WRI380 critical essay on an aspect of book arts (an artist, a technique, an Writing Workshop: Eco-Poetics (3.0) aesthetic, etc.), a review, and an artist's statement. The final exam "Eco" means "house." Our larger house has come to be the whole takes place in a gallery setting, where students present their work global ecology, in detail. Students study and write poetry and from the semester. Prerequisite: WRI210. Cross-listed as WRI672. prose, and conduct unclassifiable experiments and collaborations that tend to direct attention to surroundings, especially "nature." WRI389W Course includes a wide range of authors, from Thoreau to Annie Fall Writers Practicum (1.0) Dillard, Orpingalik the Intuit songster to Rachel Carson and Study and analysis of selected literary and compositional issues Stephen Jay Gould, and Mba Shole to Gary Snyder. We try to and elements with Naropa faculty and visiting faculty. Topics may discover and invent new ways of representing nature's rich variety in cover a wide range of subject matter and methods in writing and language. Prerequisite: COR110 and Co-requisite: WRI210. vary from semester to semester. These may include, but are not limited to, works of literature, forms of composition, literary history, WRI381 writing practice (including prose, poetry, and translation), literary Professional Development: Project Outreach (3.0) criticism, as well as film and media studies. This course sends students into local schools, retirement homes, shelters, at-risk youth groups, and so on, to lead creative writing WRI391W sessions. A portion of the weekly class time occurs in these Spring Writers Practicum (1.0) community settings. Field logistics, practice writing experiences, Study and analysis of selected literary and compositional issues teaching techniques, and field experiences are discussed. Students and elements with Naropa faculty and visiting faculty. Topics may act as literary activists, teaching and lending inspiration. Prerequisite: cover a wide range of subject matter and methods of writing and WRI210. Cross-listed as WRI781. may vary from semester to semester. These may include, but are not limited to, works of literature, forms of composition, literary WRI382 history, writing practice (including prose, poetry, and translation), Professional Development: Letterpress Printing: Well-Dressed literary criticism, as well as film and media studies. Cross-listed as Word (3.0) WRI791W. This course introduces students to letterpress printing using the facilities in the Harry Smith Print Shop. Students are instructed in WRI394W basic techniques, as well as in the proper use of materials. Students Writers Practicum with (1.0) also learn about basic design principles and the history and Study and analysis of selected literary and compositional issues aesthetics of fine printing. Course requirements include working and elements. Topics may cover a wide range of subject matter on a letterpress-printed project, weekly readings and some written and methods of writing and may vary from semester to semester. assignments, and participation in group critiques and tasks. These may include, but are not limited to, works of literature, forms Prerequisite: WRI210. Cross-listed as WRI602. of composition, literary history, writing practice (including prose, poetry, and translation), literary criticism, as well as film and media WRI383 studies. Prerequisite: COR110 and Co-requisite: WRI210. Cross- Professional Development: Letterpress Printing: First listed as WRI794W. Impressions (3.0) As writers, the practice of setting movable type and printing texts by WRI395W hand is an invaluable aesthetic and practical resource. This class Writers Practicum with Visiting Fellow (1.0) explores letterpress printing from the writer's point of view, bringing Study and analysis of selected literary and compositional issues literary considerations to those of typography, bookmaking, visual and elements. Topics may cover a wide range of subject matter design, and layout. As writers/printers, students investigate the and methods of writing and may vary from semester to semester. letterpress possibilities for poetry and fiction through the production These may include, but are not limited to, works of literature, forms of broadsides, postcards, and a limited-edition chapbook. Open of composition, literary history, writing practice (including prose,

54 Naropa Course Catalog 2019—2020 poetry, and translation), literary criticism, as well as film and media texts: poetry; prose; and cross-genre. We also explore language studies. Prerequisite: COR110 and Co-requsite: WRI210. Cross- and meaning: the nature of subjectivity/persona and self; as well listed as WRI795W. as the feminine, the body, and community. All genders welcome! Prerequisite: 3 credits of 300-level course work or permission of WRI415 instructor. Writing Workshop: Innovative Poetry (3.0) This course challenges traditional assumptions about how poems WRI448 are created by isolating the operations in play to produce texts. Literature Seminar: Cultural and Ethnic Lit (3.0) We read modern and/or contemporary writers who question the This course engages with literature and critical texts, such as African authority of poetic practice through innovative uses of language, , Chicano/a fiction, Asian American hybrid works, form, syntax, and meaning. We immerse ourselves in the laboratory or the like. The readings provide a diverse range of historical and of literary structures and examine how writers confront convention cultural narratives. Topics may include the formation of marginalized and experiment with process. In addition, we examine the writer's subjectivities as well as the intersections of race, ethnicity, gender, historical context and how it informs the poetic process. Prerequisite: sexuality, exile, diaspora, and assimilation. We examine how these 3 credits of 300-level course work. language workers expand literary pathways and aesthetics. We map the changing territories of transnational American writers. WRI417 Prerequisite: 3 credits of 300-level course work. Writing Workshop: Writers in Community (3.0) This is a required cohort class for Creative Writing and Literature WRI449 BA students. The course engages several aspects of being a Writing Workshop: Embodied Poetics (3.0) writer, including performance, innovative poetic concerns, and This class involves the study and analysis of selected literary and contemplative practices. Several working writers give in-class compositional issues and elements as they relate to somatic inquiry. lectures and/or lead workshops, and students are required to Topics cover a wide range of subject matter and methods and attend the What Where series readings on Tuesday night four times vary from semester to semester. These may include, but are not during the semester. Students explore contemplative gestures and limited to: works of literature; forms of composition; literary history; writing processes. Prerequisite: 3 credits of 300-level course work. writing practice (including prose, poetry, and multigenre); literary criticism; as well as film and media studies. Larger frames for the WRI428 class may include somatic psychology, studies of the nervous Writing Workshop: Innovative Fiction (3.0) system, animal ethologies, and performance-based approaches Through writing exercises, reading assignments, discussion, and to posture and gesture events. We build projects centered upon workshop, this writing course focuses on the creation of innovative somatic experiments of different kinds, asking, in the words of Akilah prose fiction, with attention to contemporary literary works that self- Oliver, "What are the limits of the body?" Prerequisite: 3 credits of consciously push the boundaries of traditional narrative and form. 300-level course work or by permission of instructor. Experiments with constraint, metafiction, intertextuality, collage, and other postmodern methods of producing fiction challenge students WRI451 to innovate their previous habits and writing practices. Prerequisite: Week One: Summer Writing Program BA Credit (2.0) 3 credits of 300-level course work. This course provides students with the opportunity for intensive week-long study with visiting faculty during Week 1 of the Summer WRI440 Writing Program. Summer Writing Program visiting faculty represent Writing Workshop: Extended Narratives (3.0) an extraordinarily diverse set of writers and thinkers, and are known In this course, we read short stories and novels with a special for their commitment to artistic innovation and cultural activism. attention to the style and structure of their narratives. We examine Workshops are characterized by generative writing prompts, the distinction between mimetic (showing) and diegetic (telling) experimental investigations into the writing process itself, and presentations and examine the complications of the work's overall thinking about the relationship of writing and contemporary political effect and sense of meaning in order to develop our own narratives. ideas and events. Also as part of the Summer Writing Program, The focus of this class is to develop a lively, original larger text students attend readings, performances, lectures, panel discussions, (working toward a novel/novella) while thinking about the arc, and sessions focused on dharma arts thinking and practice. scope, and scale of extended narrative prose. Prerequisite: 3 credits of 300-level course work. WRI452 Week Two: Summer Writing Program BA Credit (2.0) WRI441 This course provides students with the opportunity for intensive Literature Seminar: Women Writers (3.0) week-long study with visiting faculty during Week 2 of the Summer This course examines experimental women writers and how they Writing Program. Summer Writing Program visiting faculty represent investigate the margins of their condition while participating in the an extraordinarily diverse set of writers and thinkers, and are known center of the poetics. With an emphasis on cultural, historical, and/ for their commitment to artistic innovation and cultural activism. or literary contexts, the course includes a variety of authors and Workshops are characterized by generative writing prompts,

55 Naropa Course Catalog 2019—2020 experimental investigations into the writing process itself, and and collaborations, students investigate the conceptual, practical, thinking about the relationship of writing and contemporary political and aesthetic issues of literary works that significantly use text and ideas and events. Also as part of the Summer Writing Program, image. Prerequisite: 3 credits of 300-level course work. students attend readings, performances, lectures, panel discussions, and sessions focused on dharma arts thinking and practice. WRI475 BA Thesis (3.0) WRI453 As the culmination of the Creative Writing and Literature degree, Week Three: Summer Writing Program BA Credit (2.0) each candidate must complete a BA thesis, which includes creative This course provides students with the opportunity for intensive and critical components. This course serves as a workshop for these week-long study with visiting faculty during Week 3 of the Summer final projects. Additional information about the BA thesis is available Writing Program. Summer Writing Program visiting faculty represent in the Jack Kerouac School office. Open to Creative Writing & an extraordinarily diverse set of writers and thinkers, and are known Literature students in their final semester. for their commitment to artistic innovation and cultural activism. Workshops are characterized by generative writing prompts, WRI490 experimental investigations into the writing process itself, and Special Topics: Writing Workshop (3.0) thinking about the relationship of writing and contemporary political Topics may cover a wide range of subject matter and methods of ideas and events. Also as part of the Summer Writing Program, writing and may vary from semester to semester. These may include, students attend readings, performances, lectures, panel discussions, but are not limited to, works of literature, forms of composition, and sessions focused on dharma arts thinking and practice. literary history, writing practice (including prose, poetry, and translation), literary criticism, as well as film and media studies. WRI455 Prerequisite: 3 credits of 300-level course work. Literature Seminar: Literary Theory (3.0) The class aims at developing our understanding of basic WRI491 issues in contemporary literary theory. Readings are taken from Special Topics: Literature Seminar (3.0) continental philosophy, anthropology, linguistics, literary criticism, Topics explore various literature-based methodologies and psychoanalytic theory, and gender and ethnic studies. Pre-requisites: practices and vary from semester to semester. Course focuses 3 credits of 300-level course work. Cross-listed as WRI677. may include, but are not limited to, New American Poetry, New Narrative Writing, Black Arts Movement, women writers, hybrid WRI456 texts, image and text, film and media studies, as well as various Writing Workshop: Poetry in Theory (3.0) other themes driven by critical analysis of literature. Prerequisite: 3 This course examines the role of poetics in writing. We investigate credits of 300-level course work. theory, archives, manifestos, and/or poetics articles in relation to poetry and to shape the creative vision and process. Poetics is a WRI492 mode of inquiry, a communication, a stance; it is a contemplative Special Topics: Professional Development (3.0) or theoretical framework, creating a discourse between the poem's Topics explore various professional development--based intention and praxis. A range of cultural or aesthetic perspectives methodologies and practices and vary from semester to semester. is presented to address the function of poetry, the possibilities in Course focuses may include, but are not limited to, book arts, meaning and language, and the role of the poet. Prerequisite: 3 twenty-first-century publishing practices, Project Outreach, small credits of 300-level course work. press editing, pedagogy theory and praxis, and various other themes driven by the development of professional skills. Prerequisite: WRI457 3 credits of 300-level course work. Literature Seminar: Major Authors (3.0) This literature seminar gives students the opportunity to study the WRI499 work of a single author (or a small, select group of authors) in depth Independent Study: Writing (0.5-4.0) and detail. The class explores aesthetic and theoretical concerns This course offering is an opportunity for students to engage in in- that the authors engage, as well as the historical and social moment depth, concentrated study with a particular faculty member for in which they write. Students read major works by the author a semester. The design of study and course work are decided and consider critical writing on and related to the author's work. upon by the student and faculty member. Independent Studies will Prerequisite: 3 credits of 300-level course work. count for a standard 3 credits. If a variable credit (0.5 - 4 credits) Independent Study is desired, a student must receive additional WRI460 approval. See the Independent Study Application for further details. Writing Workshop: Ekphrastic Writing (3.0) In this multigenre workshop, students create works that may respond to visual images, as in ekphrasis; reproduce visual images alongside text; or blend visual and textual imagery. Through exploratory reading and creative writing experiments

56 Naropa Course Catalog 2019—2020 WRI602 a writer, from the page to performance, from innovative poetic Professional Development: Letterpress Printing: Well-Dressed concerns to professional development. Several working writers will Word (3.0) be invited to give in-class lectures and/or lead workshops. We This course introduces students to letterpress printing using the also explore contemplative gestures and writing processes. By the facilities in the Harry Smith Print Shop. Students are instructed in course's end, students will have completed a context presentation, basic techniques, as well as in the proper use of materials. Students a prospectus proposing a project of their own, a creative portfolio also learn about basic design principles and the history and based on the course's focus of study, and a short professional aesthetics of fine printing. Course requirements include working dossier with career goals. Students are required to attend the What on a letterpress-printed project, weekly readings and some written Where series readings on Tuesday night four times during the assignments, and participation in group critiques and tasks. Open to semester. MFA Creative Writing & Poetics students only; others by permission of the program. Cross-listed as WRI382. WRI625 Multigenre Workshop: Adaptation (3.0) WRI603 We focus on works of prose, both fiction and nonfiction, published Professional Development: Letterpress Printing: First and original. From these texts, we determine what can be skillfully Impressions (3.0) dramatized and what should remain as language. We ask: where As writers, the practice of setting movable type and printing texts by should dialog begin, how can it be maintained or made most hand is an invaluable aesthetic and practical resource. This class effective, and when should it be concluded? We identify and explores letterpress printing from the writer's point of view, bringing become well-acquainted with the elements and demands that go literary considerations to those of typography, bookmaking, visual into dramatic writing, and how it differs from narrative prose. design, and layout. As writers/printers, students investigate the letterpress possibilities for poetry and fiction through the production WRI629 of broadsides, postcards, and a limited-edition chapbook. Open to Multigenre Workshop: Translation (3.0) MFA Creative Writing & Poetics students only; others by permission This is a workshop based on the idea that translation equals of the program. Cross-listed as WRI383. transformation. How do the choices we make in vocabulary, style, conceptual approach, when we write anything at all, or translate WRI607W our thoughts into words, affect the result? How do we know that Professional Development: Teaching Practicum: Designing a the literature in translation is an accurate reflection of the original? Writing Workshop (2.0) Can translated literature ever reach the aesthetic and emotional This professional training practicum instructs writing students in the immediacy of texts we are able to read in their original (or our) skills necessary for conceiving, organizing, and teaching writing language? These are some of the questions we examine while also workshops on two levels: public schools and colleges. The course attempting to create our own translations. Open to MFA Creative covers the goals and methods of creating a syllabus and course Writing & Poetics students only. description, recognition and evaluation of student writing abilities, and relating the writing workshop to existing curriculum. Techniques WRI631E for working within school systems are stressed, along with how to Craft of Writing: Rooting in the Archive (6.0) stay happy and productive as a writer. Students design and submit This course delves into the Naropa University Archive and its two syllabi. Open to MFA Creative Writing & Poetics students only; rich offerings to explore traditions, movements, and/or schools others by permission of the program. Cross-listed as WRI307W. of writing that inform or extend the aesthetic vision of the Jack Kerouac School toward mindful writing. Possible recent historical WRI614 examples include New American Poetry, the Beats, San Francisco Prose Workshop: Memoir/Anti-Memoir (3.0) Renaissance, the New York School, Black Mountain Poetics, In this course we will read contemporary memoir: memoir the Black Arts Movement, and Language poetry, among others. as method of traveling between representations of the self, Students develop an intensive listening and writing practice around autobiography that veers from confessionalism, documents that take the archive, examining critical and creative texts that penetrate and as their subject the complications of the body (an I) negotiating with revitalize past recordings, and consider the historical and social a history, or family (you are). In our own writing, we will try to write circumstances for a specific movement, in addition to its primary an I that is both a conversation with assigned texts and a method theoretical or aesthetic concerns. Open to MFA Creative Writing to dissolve the assumptions about the making of a self on paper. low-residency students only. Open to MFA Creative Writing & Poetics students only; others by permission of the program. WRI640 Poetics Seminar: Women Writers (3.0) WRI617 An examination of the works of women writers who write what Poetics Seminar: Writers in Community (3.0) poet Lyn Hejinian calls "open texts," that is, prose, poetry, creative Writers in Community is designed as a cohort class for entering nonfiction, and hybrid works that are open to the world and to the MFA students. This course engages several aspects of being reader, invite participation, foreground process, resist reduction, and

57 Naropa Course Catalog 2019—2020 examine authority. We look at these works in their own right, as well MFA Creative Writing & Poetics students only; others by permission as in relation to the literary movements of the time. Open to MFA of the program. Cross-listed as WRI455. Creative Writing & Poetics students only. WRI678E WRI648E Craft of Writing: Cultures and Communities (4.0) Craft of Writing: Contemplative Experiments (6.0) This course focuses on issues of community and identity by In its view toward fresh, lively writing, this course emphasizes engaging with a variety of literary texts from diverse cultures and/ contemplative attention within the act of writing itself, in order to or groups within cultures. By exploring literature critically and go where the energy is rather than follow premeditated decisions. creatively, students examine how authors create and readers We look at works that exhibit wakeful energy in various literary read through their cultural contexts; the relations of power and modes, tuning into their particular qualities of mind, as well as to knowledge, politics and aesthetics; and the ability or failure of the elements and structures of language by which these qualities literature to address cultural experience. Open to MFA Creative are realized. "Contemplative" here refers to the joining of present Writing low-residency students only. attention with critical understanding so that new possibilities for form and content may open for writing in any mode or genre. Open to WRI699 MFA Creative Writing low-residency students only. Independent Study: Writing (0.5-4.0) This course offering is an opportunity for students to engage in in- WRI656 depth, concentrated study with a particular faculty member for Poetics Seminar: The Archive (3.0) a semester. The design of study and course work are decided The course delves into the infamous Naropa University Archive upon by the student and faculty member. Independent Studies will and all its rich offerings as a starting point for conversation about count for a standard 3 credits. If a variable credit (0.5 - 4 credits) twentieth- and twenty-first-century writing and what it means to Independent Study is desired, a student must receive additional archive, socially, culturally, and artistically. We develop an intensive approval. See the Independent Study Application for further details. listening and writing practice around the archive, examining critical and creative texts that penetrate and revitalize past recordings. WRI700 Open to MFA Creative Writing & Poetics students only. Professional Development: Writing Pedagogy Seminar (3.0) This class prepares students for working with writers in the college WRI671 setting, both one-on-one and in the classroom. A range of teaching Prose Workshop: Narrative Practices (3.0) models (including expressive, collaborative, critical, contemplative, In this workshop, we read contemporary writers whose work and feminist philosophies) are investigated, and practical methods subverts narrative practices of different kinds. We examine a for working with writers are developed. Strategies for engaging progression of works that engage creative process on a continuum with the writing process, providing feedback on student work, from the sentence to the event, as models and prompts for our and developing lesson plans are explored. Students construct a own narratives. What happens to prose writing when we engage foundation for their own pedagogical approaches, based firmly in narrative theory? What kinds of actions might be foregrounded, the theories they value. Open to all graduate students interested in complicated, or transformed? How do we write something new? teaching writing.

WRI672 WRI705 Professional Development: Book Arts (3.0) Professional Development: Small Press Publishing (3.0) In this course, students learn the basic and intermediate skills of The course serves as an introduction to various facets of the book arts by creating a series of blank journals utilizing a variety of small press, including its history and practical concerns around binding techniques. After these skills are explained and mastered, submissions and editing. This is an experiential class, in which students create five major projects: a linoleum block book; a hand- students learn by doing. Through hands-on study, students will painted book; a book as map; a book sculpture; and a text-off- learn what a small press is, as well as its role in forging community, the-page installation. Additional assignments include writing a promoting diversity and experimentation, and innovating publishing manifesto, a critical essay on an aspect of book arts (an artist, a practices. Working individually and collaboratively, students will technique, an aesthetic, etc.), a review, and an artist's statement. curate, design, distribute, and market one issue of Bombay Gin, The final exam will take place in a gallery setting where students as well as hone their individual professional development by will present their work from the semester. Cross-listed with WRI387. developing submissions and cover/query letters. Cross-listed as WRI326. WRI677 Poetics Seminar: Critical Theory (3.0) WRI707 The class aims at developing our understanding of basic Poetics Seminar: Major Authors (3.0) issues in contemporary literary theory. Readings are taken from This course gives students the opportunity to comprehensively study continental philosophy, anthropology, linguistics, literary criticism, the work of a single author or small select group in depth and psychoanalytic theory, and gender and ethnic studies. Open to detail. Students explore the historical and social moment within

58 Naropa Course Catalog 2019—2020 which the author wrote and consider the various aesthetic and notions of authority in authorship. The confluence between two or theoretical concerns with which the author engages. Students read more writers sparks new developments in the creative process. a number of major works by the author as well as critical theory on and related to the author's work. Cross-listed as WRI457. WRI730 Multigenre Workshop: Performance Art and Writing (3.0) WRI715 This course uses performance art to generate creative texts. Our Poetry Workshop: Experimental Poetry (3.0) performance praxis stems from a wide variety of approaches In this course, we investigate work that transgresses, crosses +formal and invented+and our final goal is to put that praxis into borders, swerves. We examine texts that challenge our conversation with our individual writing practices. We ask how understanding of poetry and the writing process. Through a series the investigations of performance+duration, participation, witness of experiments and cross-genre collaborations, we complicate and witnessing, movement, constraint, and temporal and spatial language, develop new forms, and carve out original spaces. To awareness+can invigorate our texts and lend them new insight. innovate is to be in conversation with an interrogative dynamic that opens to possibility and failure. Writing as experiment as WRI731 exploration as the new word. Open to MFA Creative Writing & Prose Workshop: The Novel (3.0) Poetics students only. In this course, students complete the first draft of a novel. The work will be a full-length narrative of 60,000 to 100,000 words. By WRI720 generating this draft over the span of a semester, students identify Prose Workshop: Experimental Prose (3.0) and embrace their writing practice, determining how they go about An engagement of contemporary developments in experimental performing this discipline alongside the other commitments in their prose writing, focusing on contemporary experimental prose lives. Ideally, the work will be rewritten and polished, but the main writing in North America since 1985, with an emphasis on non- goal is to demystify the long-form narrative and to set the elements normative plot, style, and language elements that draw on other in place that will serve the writers throughout their creative lives. disciplines for their structural emphasis. This class requires students Open to MFA Creative Writing & Poetics students only. to write experimental prose works or sections of longer narratives in progress, along with completing appropriate exercises and reading WRI733 assignments. Poetics Seminar: Queer Lit (3.0) This course investigates texts that queer. We read literature and WRI722 theory that questions, complicates, deterritorializes, defines, curates, Poetry Workshop: Eco-Poetics (3.0) and inhabits the genre of queer literature. We consider, for instance, "Eco" means "house": our larger house has come to be the whole the bilingualism of gender and genre, liminal space, sexuality and global ecology, in detail. Students study and write poetry and textuality, the politics of syntax and sex, the body, the not-body, and prose that directs attention to surroundings, especially nature. In this more. course, we discover and invent new ways of representing nature's rich variety in language. Open to MFA Creative Writing & Poetics WRI735E students only. Craft of Writing: Contemporary Trends (6.0) In this course, students focus on current trends, patterns, and WRI727 concerns of creative writing practices. We investigate and consider Poetics Seminar: Cross-Cultural Literature (3.0) a variety of literary modes that both inform and are informed by This course focuses on the cultural production of community and contemporary texts, including the cross-pollination of writing with identity by engaging with a variety of literary texts from diverse other cultural and social forms and practices. In addition to reading geographic and national sites. Students examine how authors recent works, students trace the history of these trends to observe create, and readers read, through their own sets of experiences in their dynamic evolution. Open to MFA Creative Writing low- cultural and ethnic contexts; the relations of power and knowledge, residency students only. politics and aesthetics; and the utility or failure of literary theory to address cultural and ethnic struggles. WRI739 Poetry Workshop: Contemplative Poetics (3.0) WRI729 Contemplative poetics affirms trust in the meaningfulness of Multigenre Workshop: Collaborative Texts (3.0) immediate experience as basis, exploration into modes of This course examines the poetics of collaborative acts: the third composition as practice, and attention to elements and structures mind experiment. Writers embark on explorations with other writers, of language as medium. We work with contemplative practices artists, musicians, dancers, or filmmakers. Texts that challenge that ground mind and body in active attention, invite curiosity that the single author and cross artistic genres are explored in order extends attention into investigation, and take chances in execution to expand narrative, poetic lyric, meaning, and structure. We that bring surprise of form and insight. This course introduces interrogate the third space between collaborators and question exercises, methods, and procedures to open new directions in

59 Naropa Course Catalog 2019—2020 thinking, writing, and being. Open to MFA Creative Writing & ideas and events. Also as part of the Summer Writing program, Poetics students only. students attend readings, performances, lectures, panel discussions, and sessions focused on dharma arts thinking and practice. WRI740 Poetics Seminar: Film Poetics (3.0) WRI752 This course explores the relationship between poetry and Week Two: Summer Writing Program MFA Credit (2.0) film. By the mid-twentieth century, new American poets and This course provides students with the opportunity for intensive underground filmmakers had established a vibrant fusion, and week-long study with visiting faculty during Week 2 of the Summer artistic collaborations established and redefined links between the Writing Program. Summer Writing Program visiting faculty represent moving picture and the written and spoken word, resulting in an an extraordinarily diverse set of writers and thinkers, and are known extraordinary profusion of poetry/film hybrids. We also look at film- both for their commitments to artistic innovation and cultural activism. related poetic writings and the groundbreaking advent of the poetic Workshops are characterized by generative writing prompts, montage. experimental investigations into the writing process itself, and thinking about the relationship of writing and contemporary political WRI744 ideas and events. Also as part of the Summer Writing Program Multigenre Workshop: Somatic Writing (3.0) students attend readings, performances, lectures, panel discussions, In this course, we build a piece/project centered upon somatic and sessions focused on dharma arts thinking and practice. experiments and forms. We explore what it means to write the body, whether we are thinking about movement, animal ethologies, WRI753 the nervous system, or larger questions of embodiment. What is an Week Three: Summer Writing Program MFA Credit (2.0) embodied work of creative writing? We build a space for writing This course provides students with the opportunity for intensive in which new forms are able to appear, inspired and evoked by weeklong study with visiting faculty during Week 3 of the Summer body-based practices. We also examine mixed performances and Writing Program. Summer Writing Program visiting faculty represent readings of all kinds. an extraordinarily diverse set of writers and thinkers, and are known for their commitment to artistic innovation and cultural activism. WRI748 Workshops are characterized by generative writing prompts, Multigenre Workshop: Activist Writing (3.0) experimental investigations into the writing process itself, and This course explores writing that activates, that calls us to action, thinking about the relationship of writing and contemporary political and that asks how writing can heal the world. We read and write ideas and events. Also as part of the Summer Writing Program, texts that call and respond, that counteract, that repair and repeal. students attend readings, performances, lectures, panel discussions, This involves some field experience: research into what calls us to and sessions focused on dharma arts thinking and practice. action, the environment, human rights, war, political rhetoric, drone strikes, gun violence, etc, as well as possible petitioning, marching, WRI755E and sign-making---in short, random acts of poetic intervention. Craft of Writing: Professional Development (4.0) In this course, students further their professional development by WRI749 preparing their creative manuscript for publication; by generating Multigenre Workshop: Text & Image (3.0) an online professional dossier to represent themselves and their This interdisciplinary and multigenre writing course explores work; and/or by working with a mentor to identify short- and the confluence of text and image in poetry, prose, and cross- long-term professional and creative goals, such as submitting to genre texts. Through exploratory reading and creative writing literary journals, writing book reviews, publishing their critical essay, experiments, students investigate the ways in which images interrupt, composing a professional cover letter, applying to internships or complicate, and layer narrative, as well as the reasons a writer residencies, and other related work as needed. Open to MFA might embrace this multimodal, multivocal form. Students produce Creative Writing low-residency students only. creative manuscripts that draw on and innovate with text and image. WRI757 Poetics Seminar: Lineages (3.0) WRI751 This course explores a tradition, or cross-section of traditions, that Week One: Summer Writing Program MFA Credit (2.0) informs the aesthetic goals of the Jack Kerouac School. Possible This course provides students with the opportunity for intensive focuses include New American Poetry, the New York School, Black weeklong study with visiting faculty during Week 1 of the Summer Mountain Poetics, the Black Arts Movement, and the Beats, among Writing Program. Summer Writing Program visiting faculty represent others. Students consider the historical and social circumstances an extraordinarily diverse set of writers and thinkers, and are known for a specific movement, in addition to its primary theoretical or for their commitment to artistic innovation and cultural activism. aesthetic concerns. How a particular lineage expounds upon Workshops are characterized by generative writing prompts, contemplative and innovative poetics will also be considered. experimental investigations into the writing process itself, and thinking about the relationship of writing and contemporary political

60 Naropa Course Catalog 2019—2020 WRI758 WRI781 Poetry Workshop: Documentary Poetics (3.0) Professional Development: Project Outreach (3.0) This course is a writing workshop focused on investigative methods This course sends students into local schools, retirement homes, and documentary materials. A diverse array of poets who base shelters, at-risk youth groups, and so on, to lead creative writing their work on significant research is explored. Each participant takes sessions. A portion of the weekly class time occurs in these on one or more fields of research to produce a poetry manuscript. community settings. Field logistics, practice writing experiences, Open to MFA Creative Writing & Poetics students only. teaching techniques, and field experiences are discussed. Students act as literary activists, teaching and lending inspiration. Open WRI761 to BA Creative Writing & Literature and MFA Creative Writing & Poetics Seminar: Contemporary Trends (3.0) Poetics students, also to others by permission of the program. Cross- In this course, students focus on the current trends, patterns, and listed as WRI381. concerns of writing practices. We investigate and consider a variety of artistic practices that both inform and are informed by WRI789W contemporary texts, which may include the cross-pollination of Fall Writers Practicum (1.0) writing with other cultural and social practices, conceptualism, Study and analysis of selected literary and compositional issues or the blurring of low and high art. In addition to reading and elements with Naropa faculty and visiting faculty. Topics may contemporary texts, students trace the history of these trends to cover a wide range of subject matter and methods in writing and observe their dynamic evolution. vary from semester to semester. These may include, but are not limited to, works of literature, forms of composition, literary history, WRI763 writing practice (including prose, poetry, and translation), literary Multigenre Workshop: Notes on Architecture (3.0) criticism, as well as film and media studies. In this class, we read works inspired by the experience and imagining of architecture: the passage, the corridor, the WRI789WE underground tunnel, the corner of a city perpetually turning. How Fall Writers Practicum (1.0) does architecture inspire writers to imagine narrative and poetic Study of selected literary and compositional issues and writing structures, whether virtual or real, and how can we write/enter workshop with Naropa and visiting faculty. Topics may cover a into the space continually opening out from the one preceding it, wide range of subject matter and methods in writing and vary from or not, what is it like to enter a sequence of rooms that is already semester to semester. These may include, but are not limited to, there, furnished by the previous occupant? Open to MFA Creative works of literature, forms of composition, literary history, writing Writing & Poetics students only. practice (including prose, poetry and translation), literary criticism, as well as film and media studies. Open to MFA Creative Writing WRI770 low-residency students only. Multigenre Workshop: Cross-Genre Forms (3.0) This course investigates hybridity as form. We expand our WRI791W definitions of crossing genres by examining various disciplines and Spring Writers Practicum (1.0) theories, heterosis, diasporic contact zones, migratory borders, and Study and analysis of selected literary and compositional issues chimeras, in order to problematize the binary of the poetry/prose and elements with Naropa faculty and visiting faculty. Topics may dichotomy. We transgress the line, the sentence, and the narrative, cover a wide range of subject matter and methods of writing and as well as press on the boundaries of writing, mixing and matching, may vary from semester to semester. These may include, but are cross-talking our way through. Through vertical and horizontal not limited to, works of literature, forms of composition, literary interrogative acts, we research and develop forms that can house history, writing practice (including prose, poetry, and translation), our cross-genre gestures. Open to MFA Creative Writing & Poetics literary criticism, as well as film and media studies. Cross-listed as students only. WRI391W.

WRI775 WRI791WE Multigenre Workshop: Cross-Disciplinary Writing (3.0) Spring Writers Practicum (1.0) In this course, we read texts that engage various disciplines such Study of selected literary and compositional issues and writing as film, architecture, performance, drawing, history, or science, as workshop with Naropa and visiting faculty. Topics may cover a well as other literary texts. We consider how these genres interact wide range of subject matter and methods in writing and vary from and perform our own writing experiments in response. Students semester to semester. These may include, but are not limited to, engage in a workshop environment, discussing required readings works of literature, forms of composition, literary history, writing and other students' creative work with an eye on how these works practice (including prose, poetry, and translation), literary criticism, were constructed via genre and stylistic techniques. as well as film and media studies. Open to MFA Creative Writing low-residency students only.

61 Naropa Course Catalog 2019—2020 WRI793 WRI875 Special Topics: Writing Workshop (3.0) MFA Critical Thesis Seminar (3.0) Study and analysis of selected literary and compositional issues In this course, MFA Creative Writing and Poetics students propose, and elements. Topics cover a wide range of subject matter and research, write, and revise their critical research paper. Class time methods and vary from semester to semester. These may include, is dedicated to one-on-one instructional support, library research, but are not limited to, works of literature, forms of composition, peer review, and student presentations. In addition to supporting literary history, writing practice (including prose, poetry, and the completion of the critical research paper, the course introduces translation), literary criticism, as well as film and media studies. students to the role of the writer-as-critic through exploration of critical texts, poetics journals, writers conferences, and submission WRI793E processes. Open to MFA Creative Writing & Poetics students only. Special Topics in the Craft of Writing (4.0) Study and analysis of selected literary and compositional issues WRI880 and elements. Topics cover a wide range of subject matter and MFA Creative Thesis (3.0) methods and vary from semester to semester. These may include, As the culminating requirement of the MFA degree, graduate but are not limited to, works of literature, forms of composition, students submit an MFA thesis, which includes creative and critical literary history, writing practice (including prose, poetry, and components. Additional information about the MFA thesis is translation), literary criticism, as well as film and media studies. available in the JKS office.

WRI794W WRI880E Writers Practicum with Anne Waldman (1.0) MFA Thesis (6.0) Study and analysis of selected literary and compositional issues The culminating requirement of the MFA degree is the MFA thesis, and elements. Topics may cover a wide range of subject matter a creative manuscript with author's preface. Students generate and methods of writing and may vary from semester to semester. a full-length manuscript that demonstrates creative originality by These may include, but are not limited to, works of literature, forms taking stylistic risks in form and genre, and that exhibits cohesion of composition, literary history, writing practice (including prose, and coherence. Complete information on the thesis will be provided poetry, and translation), literary criticism, as well as film and media in the course. studies. Cross-listed as WRI394W. WRI881 WRI795W Extended MFA Thesis (0.5) Writers Practicum with Allen Ginsberg Visiting Fellow (1.0) Graduate students wanting to apply for an additional semester to Study and analysis of selected literary and compositional issues complete their MFA thesis must contact their advisor. Additional and elements. Topics may cover a wide range of subject matter information about extending the MFA thesis is available in the JKS and methods of writing and may vary from semester to semester. office. These may include, but are not limited to, works of literature, forms of composition, literary history, writing practice (including prose, WRI881E poetry, and translation), literary criticism, as well as film and media Extended MFA Thesis (0.5) studies. Cross-listed as WRI395W. Graduate students wanting to apply for an additional semester to complete their MFA thesis must contact their advisor. Additional WRI796 information about extending the MFA thesis is available in the JKS Special Topics: Poetics Seminar (3.0) office. Topics explore various literature-based methodologies and practices and vary from semester to semester. Course focuses UNDG Art Therapy may include, but are not limited to, New American Poetry, New Narrative Writing, Black Arts Movement, women writers, hybrid ATH230 texts, image and text, film and media studies, as well as various Introduction to Art Therapy (3.0) other themes driven by critical analysis of literature. This course offers an introduction to the history, major theoretical viewpoints, and applications of art therapy. Through readings, WRI797 seminar style discussions, and experiential exercises, students formulate their own initial working/evolving definition of art therapy. Special Topics: Professional Development (3.0) Topics explore various professional development-based methodologies and practices and vary from semester to semester. ATH330 Course focuses may include, but are not limited to, book arts, Art Therapy Theory and Applications (3.0) twenty-first century publishing practices, project outreach, small This course offers a general survey of the literature, theories, and press editing, pedagogy theory and praxis, and various other practices of art therapy with various client populations. Students themes driven by the development of professional skills. will investigate the general literature concerning the practice of art therapy and role of the art therapist when working with various

62 Naropa Course Catalog 2019—2020 populations (mental health, expressive therapies, community-based). PSYB225 A personal commitment to the exploration of one's own creative Family Systems (3.0) process is highly stressed. Prerequisite: ATH230. An investigation of the family as a system that has a structure and organization of its own. Interactions between family members ATH430 are seen from a systematic perspective, thereby deepening the Art Therapy: Studio Methods (3.0) student's understanding of their family of origin and the families This course is designed to offer students an opportunity to engage of others. The course provides an introduction to the history of in hands-on art experiences that often have direct relationship to family therapy and to the major theorists in the field. A variety of art therapy methods and techniques. There is also an opportunity family structures are explored from different therapeutic models. The to explore your own creative/visualizing process throughout the course combines readings, lectures, discussions, and experiential course as a way to solidify your connection with your identity as an exercises. Prerequisite: PSYB101. artist. Prerequisite: ATH230. PSYB234 ATH499 Perception (3.0) Independent Study: Art Therapy (1.0-3.0) The senses (sight, hearing, taste, smell, touch, and bodily This course offering is an opportunity for students to engage in in- sensations) give our minds access to the world. Students practice depth, concentrated study with a particular faculty member for contemplative sensory awareness by attending to nuances and a semester. The design of study and course work are decided details of their own experience. Reflections are documented in upon by the student and faculty member. Independent Studies will student journals. Introspection (direct observation of conscious count for a standard 3 credits. If a variable credit (0.5-4 credits) experience) joins scientific understanding of perceptual processes in Independent Study is desired, a student must receive additional laboratory exercises, lectures, and discussion. Findings from modern approval. See the Independent Study Application for further details. research on perception and attention provide a more complete understanding of the embodied nature of subjective experience. UNDG Contemplative Psych PSYB239 PSYB101 Nutrition (3.0) Introduction to Psychology (3.0) Students learn basic human physical nutritional requirements This survey course explores psychology, especially as it has from four perspectives: the field of nutritional anthropology; the developed in the Western world. Students learn to better scientific discoveries of the twentieth and twenty-first centuries; direct understand mental life and behavior by studying diverse experience; and intuition. Students acquire information and tools to approaches that range from laboratory science to the intuitive determine a diet that currently suits them, as well as how to alter that clinical work involving clients and therapist. Topics covered include diet as personal health requirements change. We study the dietary brain function, consciousness, perception, learning, thought, changes in the twentieth century that underlie the most common maturation, emotion, personality, mental illness, and therapy. causes of chronic disease and death. Nutritional strategies are Understanding of these topics is deepened by critically evaluating studied to prevent those diseases. theoretical frameworks with respect to each student's experience. PSYB255 PSYB208 Body-Mind Centering (3.0) Embodying Process and the Individual (3.0) This class focuses on the relationship between the body and mind The body is the vessel of emotions, the vehicle for actions, and through basic patterns of movement. Students experience their the tool of perceptions. Culturally, we have been trained to ignore patterns through guided development and transform movement bodily processes. This class examines the role of bodily experience. patterns in both themselves and others. The basis of the work By studying sensation, energy, emotion, perception, movement, is Body-Mind Centering, movement re-education, and analysis breath, speech, and touch, students cultivate an ongoing individual developed by Bonnie Bainbridge Cohen. This class includes a practice of embodiment. study of living anatomy that brings awareness to the different body systems and developmental movements, and supports alignment PSYB209 and integration. Prerequisite: PSYB101. Herbal Medicine (3.0) This course offers an introduction to the use of food, herbs, and PSYB301 other natural remedies to experience vital health. Students learn Research Methods and Statistics (3.0) to make a few simple herbal preparations, and discuss herb This course introduces statistical analysis and research methods safety and proper dosages. Topics include herbal history, food as used to test theories within psychological science. Students medicine, reproductive health, emotional health, children's health, learn the most common techniques for describing data and addictions, psychoactive plants, aromatherapy, color therapy, feng making inferences in psychological research. Students learn to shui, and careers in natural medicine. The class has an East-West develop research questions; design rigorous and ethically sound approach and enables students to use plants and other natural therapies for their own health as well as for helping others.

63 Naropa Course Catalog 2019—2020 experiments; and collect, analyze, and interpret data. Prerequisite: study various local plants and trees to access their wisdom and PSYB101. healing powers. Prerequisite: PSYB303 or permission of instructor.

PSYB303 PSYB325 Psychology of the Five Elements I (3.0) Awakening Compassion: Working with Others (3.0) An exploration of the Law of the Five Elements and the classical An in-depth examination of the principles of compassionate action medicine System of Kings, which originated in more than five as taught in the bodhisattva path of Mahayana Buddhism and thousand years ago. The ancient Chinese viewed our body, mind, Contemplative Psychology. Students learn and practice relational, and spirit as inseparable from the world of nature around us and social, and psychological skills, including embodied presence, believed that if we observed nature closely enough, we could find deep listening, empathic attendance, compassionate inquiry, and the cause of any affliction of body, mind, or spirit. Through lecture metta and tonglen meditation. Students are required to engage and discussions, meditations, visualizations, and hands-on exercises, in an attending relationship in order to apply learned skills. This we work directly with our sense perceptions and the techniques course explores compassion in various cultural contexts. Prerequisite: of identifying color, sound, odor, and emotion as tools to perceive PSYB314 or meditation experience with permission of instructor. elemental balance or imbalance. We work directly with our current state of physical, mental, and spiritual health. PSYB328 Gestalt: Presence (3.0) PSYB304 Gestalt, a way of being, is a powerful and provocative method Somatic Intelligence: The Neuroscience of Our Body-Mind to understand one's body, speech, and mind. By focusing on the Connection (3.0) details of moment-to-moment experience and on the interplay An introduction to somatic psychology, this course presents a between the individual and the environment, Gestalt seeks to theoretical study of the body-mind continuum. The importance of develop self-knowledge, satisfaction, self-support, and clear emotions, movement, perception, and the nature of illness and boundaries. The course includes readings, lectures, discussions, healing is illustrated by recent scientific theories and findings. and experiential exercises on "the nature of being" and ego. By studying how our bodies and psyches weave together, we Prerequisite: PSYB101. become aware of their interdependence and can construct more effective therapeutic experiences, both for ourselves and for others. PSYB329 Students learn the fundamental principles of the somatic psychology Approaches to Healing (3.0) field and explore, in depth, their relationship with advanced A basic overview of the theory, practice, and use of various natural developmental psychology theories. Prerequisite: PSYB101 and approaches to health and healing. Emphasis is placed upon any 300-level PSYB course. PSYB332: Human Anatomy is strongly understanding and appreciating these modalities and discerning recommended. when and for what they are appropriate. Students research and articulate the paradigms of holistic medicine, clarifying their PSYB314 personal interest for future work in this field. Open to upper-division Buddhist Psychology: Mindfulness Meditation (3.0) students with 60+ credits only. An introduction to the psychological principles and sitting practice of mindfulness-awareness meditation. The meditation is drawn PSYB330 from the Tibetan and Zen Buddhist traditions, as well as teachings Jungian Psychology (3.0) of sacred warriorship. By exploring the many ways ego fixation A general introduction to the psychology of C.G. Jung, this creates suffering and confusion in our lives, students are trained to course covers Jung's major contributions to dynamic psychology, develop inner tranquility, insight, and loving-kindness. This develops including topics such as ego consciousness, complexes, libido an essential ground for working effectively with personal life theory, archetypes and the collective unconscious, persona and challenges and those of others. Co-requisite: PSYB101. Open shadow, anima and animus, the self, individuation, synchronicity, to Contemplative Psychology, Art Therapy, and Interdisciplinary active imagination, and dream analysis. Students are required to Studies students with 45+ credits only. Others by permission of explore their own inner world and confront unconscious processes instructor. by maintaining a journal, sharing dreams, and working toward developing a "life myth." Each class combines lecture, discussion, PSYB323 and process, in order to bring meaning and reality to Jung's Psychology of the Five Elements II (3.0) concepts. Prerequisite: PSYB101. Psychology of the Five Elements II is a continuation of the work in PSYB303. Students work more deeply with Five Element theory PSYB332 through practicing pulse reading and identifying color, sound, odor, Human Anatomy (3.0) and emotion as ways to uncover elemental imbalances. We study A traditional approach to the study of normal human anatomy, the classical Daoist system of the Five Spirits and learn how to rooted in the conventional science of anatomy, studying the cultivate and maintain their presence in our lives. In addition, we structure and subsequent function of the major body systems: skeletal; muscular; nervous; endocrine; immune; digestive; blood;

64 Naropa Course Catalog 2019—2020 cardiovascular; respiratory; urinary; and reproductive systems. PSYB354 Some practical understanding of these major systems is given from Transpersonal Psychology (3.0) a naturopathic physician/acupuncturist's perspective. One class An exploration of the basic principles of transpersonal psychology briefly introduces energetic systems of anatomy (e.g. meridians, and psychotherapy. This is the so-called fourth force in the modern chakras). Western tradition of psychology, which emerged in the 1960s as an expansion and alternative to the psychoanalytic, behavioral, PSYB333 and humanistic schools that preceded it. Transpersonal, meaning Hakomi Somatics (3.0) "beyond the persona or mask," studies human transcendence, Mind and body jointly express and reflect deeply held, often wholeness, and transformation. Focus is on the work of Jung, unconscious beliefs about oneself and others. Hakomi Somatics Assagioli, Grof, Wilber, Walsh, Vaughan, and others to introduce helps bring these beliefs to conscious awareness. The body, students to transpersonal theory and practice. Students also explore with its various patterns, is used to access an intelligence that their personal journey through a transpersonal lens. Co-requisite: underlies habitual, limiting patterns which can be recognized and COR130. understood. This process allows learning and transformation to occur with the support of mindfulness exercises. Topics include the PSYB355 Hakomi principles, character strategies, boundaries, resources, and Dynamics of Intimate Relationships (3.0) somatic psychological skill building, which can be applied to daily This course investigates intimate relationships using the lenses of life. Prerequisite: PSYB325 or PSYB359 or PSYB255 or PSYB208 transdisciplinary science, particularly a psychological perspective. or PSYB304. It explores phenomena such as attraction, attachment, social cognition, communication, interdependency, love, sexuality, PSYB343W and relationship as spiritual path. It interrogates gendering and Contemplative Community Retreat (1.0) heteronormativizing by incorporating feminist and queer modes This two-day retreat takes place every other fall semester. The of inquiry. Critical thinking and contemplative introspection and practices of sitting and walking meditation, tonglen, Maitri Space reflection invite students to apply their learning to their own Awareness, and contemplative play bring students, faculty, and experiences of intimate relationships. This course occasionally staff together in community with a sense of purpose and friendship. contains readings/films that include sexually explicit material. Open to Contemplative Psychology students only. A required retreat Prerequisites: Any 300-level PSYB course. Strongly recommended: orientation occurs in advance of the retreat and serves to prepare INTD210. students for success in the PSYB343W retreat environment. Co- requisite: PSYB314. Special fee for room and board. PSYB357 Cognitive Science (3.0) PSYB345 This course concerns the study of thought, conscious experience, Developmental Psychology (3.0) and associated mental functions from a variety of scientific A study of theory in human development from birth through the span perspectives. This multidisciplinary exploration focuses on the of life. Students are introduced to major theorists and discuss the high-level mental processes and related brain activity involved in philosophical and practical relationships of ethics to psychology, conscious mental life and unconscious information processing. including cross-cultural issues. Students clarify, formulate, and Specific topics include attention, language, intelligences, imagery, develop their own beliefs and approaches to human development emotion, conceptual knowledge, memory, problem solving, in relation to these major schools of thought and explore the expertise, reasoning, and decision making. This course emphasizes relationship of these traditional approaches to the contemplative the perspectives of information processing, systems neuroscience, and transpersonal perspectives. Prerequisite: PSYB101. and contemplative psychology. Prerequisite: PSYB101.

PSYB350 PSYB359 Humanistic Psychology (3.0) Learning from Trauma: Understanding Its Effects and An exploration of the basic principles of humanistic and existential Building Personal Resources (3.0) psychology and psychotherapy. This is the so-called third force in Unresolved trauma affects our psychological and physical well- the modern Western tradition of psychology, which emerged after being. This class educates students about the after-effects of trauma, 1940 as an expansion of and alternative to the psychoanalytic such as the inability to modulate physiological arousal, dissociation, and behavioral schools that preceded it. Humanistic psychology emotional problems, and negative beliefs that often follow traumatic emphasizes the authenticity of the therapist as the key factor in experiences. An experiential class, we explore somatic resources promoting the client's potential for growth and healing. Focus is on for dealing with trauma and work with the effects of trauma in a the work of Adler, Rogers, and Maslow among the humanists, and group setting. The primary focus is on accessing the body and the work of Yalom, May, Frankl, Perls, and Bugental among the developing somatic resources to help a person cope with and existentialists. Prerequisite: PSYB101. resolve the symptoms of trauma. This encourages mastery over helpless and overwhelming feelings. Prerequisite: PSYB101.

65 Naropa Course Catalog 2019—2020 PSYB368 approaches are variably formulated and applied. We investigate Psychology and Neuroscience of Emotion (3.0) both transcultural understandings of psychological problems and This course explores diverse approaches to studying emotional the wisdom of cultural relativity. Students acquire a solid foundation experience and its regulation. It discusses the evolutionary origins in traditional Western clinical approaches to mental health as and biological bases of emotions and emotional expressions; the articulated and codified in the DSM-V. Prerequisite: PSYB345, universal and culturally variable aspects of emotion; emotional PSYB357, or PSYB371. development in infants, children, and adults; the role of emotion in attachment relationships and social interactions; emotion- PSYB425 cognition relations; and applications of emotion research in clinical Field Placement (3.0) psychology, the health professions, education, and the business Students engage in an approved community-based volunteer world. This course also provides an introduction to the structure and project. Lectures, dialog, guest speakers, and experiential activities function of the human brain. Students gain firsthand experience with support students in developing their own vision of socially relevant research findings and methods through classroom demonstrations, community-based learning that is culturally sensitive and nurtured by experience sampling, and team projects. Prerequisite: PSYB101 or contemplative practice. Students hone previously learned skills in by permission of the instructor. diversity and contemplative practice and apply these to real-world settings. Co-requisite: PSYB415. PSYB371 Personality Theories (3.0) PSYB430 Students explore the development of human personality by studying Exploring Dream Psychology (3.0) the theories of major traditional systems of psychology, including This course works with dreams in a highly experiential manner psychoanalysis, analytical psychology, behavioral, humanistic, and context, using an eclectic variety of perspectives, with an systemic, feminist, and existential models. Students clarify, formulate, emphasis on Jungian and Gestalt approaches. Students' dreams and develop their own thoughts and approaches to the psychology are explored in and out of the classroom individually, in small of personality in relation to these major theories and explore and large group contexts, and with art media. An ongoing dream the relationship of these approaches to the contemplative and practice is required, including the creation and maintenance of transpersonal perspectives. Prerequisite: PSYB101. a dream journal. Students are asked to relate their dream work to their waking psychological life in assignments. Prerequisite: PSYB373 PSYB330 or PSYB354. Social Psychology (3.0) How do attitudes form and change? How do group dynamics PSYB435 influence decision making? What factors influence altruistic Authentic Movement: Movement/Body Awareness Practice behavior? This course examines concepts and research evidence (3.0) from areas of social psychology, such as the social self, social Authentic Movement is a self-directed movement process employing influence, cultural variation, attraction, and humanitarian behavior, the wisdom of the body as a pathway to awareness. It offers an among others. The underlying variables of mindfulness and arousal opportunity to experience the individual and collective body as are examined as a bridge to the contemplative perspective. a vessel for healing and transformation and creative process. This Prerequisite: PSYB101. course explores the ground form of Authentic Movement: the mover; the witness; and the relationship between them. Students explore PSYB415 their own process while experiencing this therapeutic movement Maitri: Working with Emotions (3.0) form. Through learning how to increase the authenticity of presence, This course introduces the Vajrayana approach to the Five Buddha students explore the ground of healing relationships. Authentic Family principles through Maitri Space Awareness practice and Movement provides a model for life lived in authentic relationship study. Students practice particular postures in specially designed to self, others, and community. Prerequisite: Any of the following: rooms, inviting a personal exploration of psychological states of PSYB208, PSYB255, PSYB304, PSYB333, or PSYB359. mind and emotions such as pride, passion, paranoia, ignorance, and aggressions. Approaching these emotions with curiosity and PSYB462 openness, there is the possibility of discovering one's inherent Contemplative Neuroscience (3.0) wisdom, compassion, and insight. The course includes weekly This course provides training in the cognitive neuroscience lectures, practice in the maitri rooms, and participation in a smaller of mindfulness, as well as contemplative experience beyond group to process material more personally. Prerequisite: PSYB325. mindfulness. Students learn practical knowledge about research design, quantification of brain activity, scientific writing, and PSYB420 techniques used by contemplative neuroscientists in laboratory Abnormal Psychology (3.0) research. This includes training in combining neuroscientific Students investigate the merits and liabilities of Western assessment approaches with a variety of complementary psychological and treatment approaches to psychological problems. We consider research methods, including phenomenology, experimentation, the sociocultural contexts in which assessment and treatment task performance, and experience sampling. Students visit one

66 Naropa Course Catalog 2019—2020 or more neuroscience laboratories for demonstration of brain PSYB499 electrophysiological methods and data collection. For their final Independent Study: BA Psychology (0.5-4.0) project, students design a contemplative neuroscience study to This course offering is an opportunity for students to engage in in- investigate a contemplative practice or experience, including depth, concentrated study with a particular faculty member for practices or experiences not yet well-represented in scientific a semester. The design of study and course work are decided literature. Prerequisite: PSYB357 or PSYB368. upon by the student and faculty member. Independent Studies will count for a standard 3 credits. If a variable credit (0.5 - 4 credits) PSYB482 Independent Study is desired, a student must receive additional Senior Seminar I: Transformational Psychology: The Group approval. See the Independent Study Application for further details. Experience (3.0) Senior Seminar I is the initiatory phase in a two-semester UNDG Envrnmntl Studies multisensory, multifaceted process, whereby students explore the nature of creativity and its fundamental relationship to psychology ENV100 in the context of the classroom community. Through readings, Physical Geography: Beholding the Body of the Earth (3.0) writings, class discussions, and exercises, students uncover their Deepening our natural understanding of the earth as a living relationship to creativity and learn what exposing oneself to the system, this course explores Gaia Theory and the new cosmology larger world means. By engaging their curiosity and liveliness, and of the earth that is emerging in science. Within this framework, developing awareness around habitual patterns and resistances, we explore the formation of the earth+geomorphology and students cultivate trust in themselves and their inherent qualities of geophysiology+or one could say the "digestion," "circulatory," wakefulness, wisdom, and compassion. Prerequisite: PSYB325. and other systems of Gaia. This new vision in Western science can reawaken understanding and reconfirm our commitment and PSYB483 reciprocity with the earth. Senior Seminar II: Transformational Psychology: The Threshold Experience (3.0) ENV207 Senior Seminar II is the culminating phase in a multisensory, History of the Environmental Movement (3.0) multifaceted process, that introduces and explores the topic of An examination of the history of the environmental movement from transition. Students utilize the lessons learned and relationships a U.S. and global perspective. Fundamental elements that inform formed within the first semester as inspiration for developing their and shape environmental movements around the world, and the final integrative papers. Students research topics that provoke deep impact on people and their responses, are studied. Required for inquiry and challenge both their intellect and intuition. This course ENV majors. culminates in an event held during an extended class period on the last day of the course. Prerequisite: PSYB482. ENV215 Sustainability (3.0) PSYB490 An introduction to the definitions and principles of sustainability, Special Topics in Psychology (3.0) this course explores models and dimensions of sustainability in An advanced examination of a topic drawn from psychology. both the natural world and in human societies. Current examples Assignments may include reading, labs, papers, oral presentations, of sustainable design and development in different parts of the quizzes/exams, literature searches, and manuscript preparation. world are offered to inspire students to "think sustainably" and to be This course culminates in a public oral presentation. Topics vary by alert to it in every aspect of their learning. Personal impact on the semester and section. Prerequisites include PSYB101 and any PSYB environment and personal sustainability are examined as aspects 300-level course. May be repeated. of developing a sustainable vision for the present and the future. Required for ENV majors. PSYB495 Advanced Practicum in Psychological Research (3.0) ENV223 An advanced examination using research methods that discover Field Ecology (3.0) new knowledge about a topic drawn from psychology. Assignments This course introduces students to the principles of ecology, systems may include literature search, study design, data collection, data science, and the ecosystems of the Boulder region. The flow of entry, data analysis, and manuscript preparation. This course energy and cycles of materials through the earth, water, air, and culminates in a public oral presentation. Topics vary by semester biological systems are explored. Field trips are one central aspect and section. Prerequisites: PSYB101 and any one of the following of this class. We visit the diverse array of ecosystems of this region courses: PSYB301, PSYB345, PSYB357, PSYB371, PSYB373; or by at various elevations. Students learn to read and understand the permission of the instructor. ecosystem patterns of our area and observe systems principles expressed in the landscape. Required for ENV majors.

67 Naropa Course Catalog 2019—2020 ENV236 compost systems, and growing food on campus. This course also Green Building (3.0) includes field trips and demonstrations. Required for ENV majors. An introduction to green construction practices and design, as well as a wide range of green technologies that contribute ENV318 to sustainable living, the course includes practical, hands-on Deep Ecology (3.0) experience and field trips. This course serves as an exploration of the philosophical dimensions of the human/nature relationship. While deep ecology serves as ENV238 the primary framework for this exploration, other approaches, such Survival Skills (3.0) as ecofeminism and social ecology, are considered. Deep ecology This course introduces philosophical understanding of living in the alternatives for addressing ethical and ecological problems are natural world, in its rhythms and seasonal cycles. Basic wilderness examined, along with options for effective and compassionate survival skills are learned, including making fire, building shelter, action. Prerequisite: COR115. Required for ENV majors. finding medicinal plants, hunting, and tracking. Prerequisite: ENV100. Required for ENV majors. ENV321 Geology (3.0) ENV245 This field course introduces students to the basic principles of Geography: Pilgrimage and Sacred Landscape (3.0) geology through exploring the Front Range, using the world-class Religious and cultural worldviews play a significant role in shaping rock exposures found in this area. Students learn to identify rocks our understanding of, and impact on, the earth. Students explore and minerals, as well as landscapes shaped by streams, wind, and the world through the lens of pilgrimage and sacred landscape. glaciers. We study the vast expanse of geologic time in the context Geography is a discipline of storytelling of the earth. Thus, we of the history of the Rocky Mountains. Field trips are a central part engage in listening, reading, writing, and telling stories to recall and of this course. Prerequisite: ENV223. awaken our connection with the earth. ENV342 ENV253 Permaculture Design (3.0) Environmental Economics (3.0) Advanced coverage of the Permaculture Design course curriculum. An examination of how conventional economic theory, as well as Students solidify their understanding of permaculture and build alternative economic theories, apply to natural resource use and competence in using ecological design principles and practices the environment. Fundamental principles of economic relationship to to create regenerative human living environments. Students gain natural resources, externalities, limits to economic growth, the trade- practical skills for building living soils, harvesting runoff rainwater, off between growth and the environment, globalization, and global designing ecological pest control, and the development of ecological issues are studied. Students learn tools of economic sustainable food-producing landscapes. Each student designs a analysis and their application to environmental issues and problems. final project modeling permaculture principles and ecological soundness. Prerequisite: ENV260. ENV257 Food Justice (3.0) ENV350 An introduction to the food justice movement, this course examines Nature, the Sacred, and Contemplation (3.0) it from the local, national, and international levels. Topics include An exploration of the individual, cultural, and contemplative food policy, grassroots movements and action, food production dimensions of the human/nature relationship. It provides the and food access as they relate to the systems of privilege and contemplative tools of mindfulness meditation, sensory awareness oppression that shape them. Equally, this course explores the exercises, and other nature-based awareness practices in order actions of various communities working towards empowerment for students to examine and refine their own experiences of and liberation. Students engage with relevant theory, hands-on nature and the sacred. A three-day residential retreat with a solo service-learning site visits, as well as contact with professionals, contemplative nature walk is a required part of the course. Course activists, and impacted communities in the food justice movement. fee. Prerequisite: ENV245. Required for ENV majors. Prerequisite: COR150 or COR113. ENV355 ENV260 Environmental Justice (3.0) Introduction to Permaculture (3.0) An examination of contemporary issues of environmental justice This course introduces a core set of principles that help us to design and racism in the United States and throughout the world. The human living environments that are increasingly self-sufficient, while environmental justice movement is based on social justice and reducing our society's reliance on industrial systems of production multicultural issues. Prerequisite: COR150 or COR113. Required for and distribution that are fundamentally damaging to the planet's ENV majors. ecosystems. This design system, known as permaculture, covers basic agro-ecological design theory. We explore this in a hands- on way while creating edible landscapes, diverse gardens, and

68 Naropa Course Catalog 2019—2020 ENV363 UNDG Intrdisplry Studies Indigenous Environmental Issues (3.0) An exploration of the historical relationship between indigenous INTD210 peoples and their environment in each of the ecosystems under Introduction to Gender and Women's Studies (3.0) consideration; change in the relationship as a result of European Gender and women's studies begins with Hanisch's premise that contact; modernization and development; and the current the personal is political as a means of thinking about personal integration of these areas into the present global market economy. issues as broader political and structural issues, resulting in various Prerequisite: COR150 or COR113. levels of privilege and oppression. We investigate first-wave feminism, second-wave concerns and critiques, and third-wave ENV370 ideologies and queer theories. We examine the constructed nature of gender and identity via historical, theoretical, and cross- Ecopsychology (3.0) cultural texts to develop conscious approaches to thinking about This course highlights key theories and core practices associated the intersections of race, sexuality, and class. In addition, the course with the emerging field of ecopsychology. A basic tenet of seeks to sharpen our critical awareness of how gender operates in ecopsychology is that personal and planetary well-being are cultural contexts and in our own lives in order to participate in social inseparable. The theory and practice of ecopsychology are change. We read a diverse group of historical and contemporary directed toward enhancing the health of the human/nature feminist and queer writers, activists, and theorists. relationship. The work of ecopsychology is to understand, heal, and develop the psychological dimensions of the human/nature relationship through connecting with natural processes in the web of INTD250 life. Prerequisite: COR130 or COR113. Perceptions in Media (3.0) An investigation into how images have powers of persuasion and ENV420 manipulation, including their political, social, cultural, economic, and philosophical effects and ramifications. We examine not only Environmental Service Learning: Ecological Restoration film, but also television, the Internet, and commercial marketing. (3.0) The goal of the course is to heighten individual perceptions and This course requires students to apply their skills from classroom generate counter-messages of our own, making a dynamic and learning and to engage in hands-on environmental work, while positive impact on the contemporary cultural landscape. developing their leadership skills and contemplative approaches to environmental action. Students engage in real issues and learn through practical experience about environmental problem solving, INTD301 community concerns, and teamwork. In this service-learning team Integrative Inquiry: Ways of Knowing (3.0) project, students engage with community partners in ecological This course introduces students to the art of problem-posing, restoration work in our community. Students are responsible for joining visionary creative thinking and dreaming with the hands-on project planning and design, implementation, and final presentation conceptual and artistic work of designing a Learning Agreement. of outcomes to the community partners. Prerequisite: COR220 or We engage in self-inquiry as well as critical, creative, and social COR222. Required for ENV majors. learning, connecting our own values, passions, and commitments to the lives and work of change-makers working in diverse fields ENV480 locally and globally. We consider the theory and practice of self- authorship in the context of a vibrant learning community, working Senior Project (3.0) alone and together to connect prior learning with future selves, The Senior Project course is a capstone project-based course in integrating, honoring and building capacity through joining head, which students demonstrate their cumulative knowledge, skills, heart, and hands. and abilities in a specific environmentally based research project. Students meet in a course format and work independently and collectively on a research project. Students are expected to follow INTD310 guidelines for the research project and meet specific course criteria. Feminist and Queer Theory Methods of Inquiry (3.0) Required for ENV majors. Feminist and queer scholarship informs methods of information gathering and distribution, and challenges philosophies of ENV499 science and how science has begun to address these challenges. The course examines how feminist, queer, and contemplative Independent Study: Environmental Studies (0.5-4.0) ways of knowing can inform the research process, and explores This course offering is an opportunity for students to engage in in- postcolonial, diasporic, and critical race perspectives on feminist depth, concentrated study with a particular faculty member for epistemology. Students take a contemplative tour through diverse a semester. The design of study and course work are decided methods of inquiry, including but not limited to memoir, observation, upon by the student and faculty member. Independent Studies will participant observation, archival research, and experimentation. count for a standard 3 credits. If a variable credit (0.5 - 4 credits) Through personal reflection and observation of gender in the world, Independent Study is desired, a student must receive additional students create diverse work products that both bear witness to approval. See the Independent Study Application for further details. gender in the everyday world and stand in resistance to oppressive power structures.

69 Naropa Course Catalog 2019—2020 INTD320 INTD380 Arts-Based Research (3.0) Capstone I: Discovery and Design (3.0) In this course, students learn the purposes, epistemological roots, In this collaborative learning environment, students explore personal and methods of arts-based research, surveying the various arts- and intellectual connections to what really matters in their lives and based approaches to conducting social science research. We work as citizens, artists, parents, social innovators, and reflective will experiment with the ways a range of art-forms--- narrative, scholars. They read and write autoethnographies, weaving their poetry, music, visual art, dance, and performance, can be used at own experiences, ideas, social locations, and authentic purpose various stages in the research process (data collection, analysis, with broader social, historical, political, artistic, and cultural contexts. and representation of findings). We will integrate contemplative Assignments are designed to develop and refine creative and and critical, reflexive inquiry in this transdisciplinary approach to critical writing abilities. Along the way, we engage in contemplative knowing, making connections between identity, culture, and social practices and experiential activities that may lead to unexpected transformation. A primary outcome of the course is to design and connections and hybrid forms of expression such as visual essays implement a research project that addresses a complex social and photojournalism. Students leave the course with a thesis design issue, question, or problem that has personal meaning and social proposal, including a preliminary literature review. Prerequisite: significance. Prerequisite: INTD301 or instructor permission. COR115.

INTD325 INTD480 Interdisciplinary Studies BA Program Retreat (1.0) Capstone II: Integrative Thesis (3.0) This weekend retreat at the Shambhala Mountain Center takes Students in this capstone seminar integrate contemplative inquiry, place at the beginning of each fall semester. Engaging in critical reflection, and creativity to address complex and socially contemplative practices together connects students to Naropa's significant problems, questions, or issues. Building on work spiritual and cultural roots, instills a sense of community with faculty produced in Capstone I, students implement an original research, and peers, and restores energy and balance for the new academic creative, service-based, or social innovation project, culminating year. This weekend intensive experience creates a space for dialog in a final product that reflects substantial research and work. This and reflection about students' evolving interdisciplinary studies product could be a 30-page academic paper or its equivalent program. Interdisciplinary Studies majors are required to attend in creative, innovative, or service-oriented content with a minimum at least one retreat during their program. Open to declared INTD fifteen-page research manuscript. Regardless of the nature of their majors with at least 30 credits. final project, students are encouraged to create artifacts in a range of media+visual art exhibits, film, theater, music, and poetry as INTD348 well as socially innovative curricula, programs, and models. The Classics of International Film (3.0) semester ends in celebration and ceremony, featuring student This course critically evaluates the history of cinema from the mid - to presentations of their work. late twentieth century. Exploring the film heritage of various cultures, we discover how films reflected the times and conditions in which INTD490 they were generated. Some of the themes that are examined are Special Topics Seminar (3.0) suppression of censorship within certain cultures and contexts, and The Special Topics Seminar investigates the application of theories the immediate as well as long-term effects of selected films upon and methods of interdisciplinarity to specific historical, critical, and their respective societies and the world at large. theoretical issues and problems. Specific topics are announced each semester. INTD376 Introduction to Screenwriting: Sitting Quietly, Doing INTD491 Everything (3.0) Honors Directed Reading (3.0) For writers and artists who want to become skilled in the art of The Honors Directed Reading seminar is designed to enable visual storytelling. The course examines the singular demands of Interdisciplinary Studies students to read in their respective fields of screenwriting: revealing character through action and the dynamics study as proposed in their Learning Agreement, or about concepts and nuances of dialog, as well as what constitutes structure, that are currently significant, controversial, or seminal in their fields sequences, and scenes. What makes a strong beginning, a of which texts the student would not otherwise be assigned in consistent world, and an inevitable conclusion? How are elements a course at Naropa. By permission of instructor. Open to INTD such as transition and point of view most skillfully presented? At the majors only. end of the course, each writer will possess the necessary tools to effectively relate to an existing script and generate original work INTD492 within this very particular form. Honors Directed Research (3.0) The Honors Directed Research seminar is designed to enable Interdisciplinary Studies students to do research in their respective fields of study as proposed in their Learning Agreement, or about concepts that are currently significant, controversial, or seminal

70 Naropa Course Catalog 2019—2020 in their fields of which texts the student would not otherwise be MUS160 assigned in a course at Naropa. By permission of instructor. Open Creative Music Workshop (2.0) to INTD majors only. Creative Music Workshop is a nine-day intensive that places non- stylistic improvisation at the center of musical learning. Students INTD499 discover their confidence, discernment, and wakefulness through Independent Study: Interdisciplinary Studies (0.5-4.0) classes in creative process, ensemble, like instruments, meditation, This course offering is an opportunity for students to engage in in- and body-mind practices. Throughout the intensive, students depth, concentrated study with a particular faculty member for and faculty present public concerts featuring "spontaneous a semester. The design of study and course work are decided compositions" and works devised during the workshop. To satisfy upon by the student and faculty member. Independent Studies will the Artistic Process Core Area Requirement, this course must be count for a standard 3 credits. If a variable credit (0.5 - 4 credits) taken for a letter grade. Upon request, this course can be taken for Independent Study is desired, a student must receive additional a pass/fail grade. approval. See the Independent Study Application for further details. MUS200 WRI250 Musicianship I: Musical Beginnings (3.0) Perceptions in Media (3.0) An introduction to the creative path of the musician. Students An investigation into how images have powers of persuasion and sharpen their perception of pitch and rhythm, expand their manipulation, including their political, social, cultural, economic, understanding of music theory (including its limitations), and explore and philosophical effects and ramifications. We examine not only awareness practice as the foundation of musical creativity. Open to film, but also television, the Internet, and commercial marketing. beginners and others interested in brushing up on basic skills while The goal of the course is to heighten individual perceptions and deepening their creative agency. generate counter-messages of our own, making a dynamic and positive impact on the contemporary cultural landscape. MUS208 Naropa Chorus (3.0) UNDG Music In an atmosphere of discovery and experimentation, students explore the fundamental human experience of singing in a group. MUS140 The class will determine what music to perform, generating Keyboard Studio (3.0) arrangements and pieces through collaboration and improvisation. This course teaches basic piano skills to the aspiring singer, In addition, music from different periods of history and vocal styles pianist, keyboardist, or music producer in a class setting. During will be introduced. Naropa Chorus has an emphasis on the deep class time, each student is provided with their own keyboard and listening of one's intuition and expressing it through the voice in headphones; students are expected to practice outside of class the greater context of a group; we will pay close attention to what using Naropa's practice rooms. Students learn chords, keys, riffs, is going on both internally and externally and respond to both. and improvisational techniques specific to modern genres: pop; Participants must be able to carry a tune. The ability to read music is rock; jazz; soul; Latin; and so forth. In turn, students learn to read helpful, but not essential. basic piano music and how to play from chord charts and "fake" books. Throughout the course, MIDI is utilized to record tracks to MUS210 the computer for both music production and notational purposes. By Musicianship II: The Practice of Notation (3.0) the end of the course, students will know how to play in a variety of The discipline and practice of Western music notation. Through basic musical genres and how to use the keyboard to create music games, exercises, improvisation, and composition, students develop with a computer. sight-reading, aural skills, and an understanding of the basic principles of music theory. Topics include intervals, key signatures, MUS150 major and minor scales, triads, and simple and compound meter. Solo Singing in Style (3.0) Prerequisite: MUS200 or equivalent. Students explore voice technique through specific musical styles and the voice qualities attributed to them. The semester breaks MUS215 into seven units organized by genre: folk; jazz; pop/rock; R&B/ Rhythm Hemispheres: World Percussion Traditions (3.0) blues; theater; opera; and student's choice. Students pick literature Introduction to a wide scope of musical traditions as embodied for each style and prepare a performance every two weeks. The in the study of percussion. The course covers world percussive class is focused on group learning, with private coaching available traditions, including African, Asian, Indian, South American, North throughout the semester. Using voice and body awareness American, and European traditions from a variety of periods of exercises, students learn to breathe and move freely, locate and music history. Different traditions and periods are covered from year master the use of specific vocal tract structures, and perform with to year. The ability to read music is helpful, but not essential. confidence and clarity of expression. By the end of the class, students will know how to care for their voices, how to use their voices expressively in multiple styles, and how to discover their own authentic vocal instrument.

71 Naropa Course Catalog 2019—2020 MUS230 examples and to live music, students explore the cultural and artistic Improvisation (3.0) elements of this richly expressive musical form. Improvisation is the disciplined practice of awareness, precision, and generosity. Through open playing, exercises, and simple MUS263 composition, students explore various means of individual and History of Rock n' Roll (3.0) group creativity. In this class, we learn by doing! This course explores the earliest origins of Rock n' Roll: the places, people, and politics that gave rise to the tide that brought dynamic MUS245 changes to the cultural fabric of the United States beyond anything The Evolution of Western Music (3.0) previously imagined. We will explore the basic meanings of "Rock" A media-rich course that traces the evolution of contemporary and "Roll" and the necessities that drive this music forward. We Western music. Beginning with current trends, we reach into two will hear from the people who created it, played it, stole it, sold thousand years of history, uncovering Western music's roots and it, owned it, and dominated it. We will investigate the context in the cultural and historical contexts in which it evolved. The first half which Rock n' Roll was born and flourished, the ways it has moved of the semester focuses on the divergent musical landscape of forward into the twenty-first century, and the changes it has wrought the twenty-first and twentieth centuries and the co-development in our everyday lives. of the recording industry, while the second half begins in the Romantic period and digs down to the Renaissance and Middle MUS270 Ages, predominantly covering Europe's "classical" tradition and Naropa Ensemble (3.0) some discussion of its "folk" traditions. Special attention is paid to The Naropa Ensemble is the Music program's core ensemble, focused listening. By the end of the course, students have a deep performing at concerts and events throughout the semester. At the understanding of the reasons why Western music sounds as it does beginning of the course, faculty and students determine repertoire to today. broaden ensemble members' musical interests and further develop their instrumental skills. Students engage with rehearsal technique, MUS248 sight-reading, improvisation, and "part" creation specific to their Music Program Retreat (0.5) instrument. Prerequisite: MUS210. Others considered by audition. The Music Program Retreat is a one-day gathering of Music majors, minors, and faculty in the Music suite of . Occurring MUS275 every semester, majors must attend the retreat at least four times Producing Music with Ableton Live (3.0) during their program. The retreat acts as an orientation for new Using Ableton Live's audio and MIDI sequencing software, students students and a "check-in" for ongoing majors. Throughout the learn the basics of musical production for the studio and live day, we explore the connections between mindfulness, music, performance. Through the software's intuitive design, students and community through sitting practice, solo performance, group explore digital synthesis, sampling, sequencing, beat-matching, collaboration, and improvisation. Students and faculty discuss the MIDI recording and editing, and an extensive array of audio business of music as well as best practices for the equipment and effects: compression; limiting; distortion; EQ; reverb; delay; etc. rooms in the Music suite. Finally, students are provided with the In turn, students learn to recognize and utilize the production skills necessary to set realistic goals and intentions for their musical and compositional techniques used in the musical styles of their journey, through several one-on-one meetings with faculty. Open to choosing. By the end of the course, students will have a broad Music majors and minors only. range of understanding and skills applicable to any number of musical worlds: EDM; ambient electronica; R&B; DJ'ing; pop; film MUS250 scoring; sound design; sound installation; and more. Music Cultures of the World (3.0) An introduction to the sound of the world through the music of many MUS280 cultures. Students gain a basic understanding of ethnomusicology, Technical Skills for Contemporary Creativity (3.0) and an appreciation of the wisdom and beauty of music from a This course provides students with a baseline of technical multicultural perspective. This includes a comparative introduction knowledge as it applies to the production of creative work on the to basic musical principles including rhythm, melody, harmony, and stage and in the recording studio. Areas of study include audio/ instrumentation from different cultures and traditions. We explore video recording, live sound, and stagecraft. Through hands-on multifaceted contexts for music: work and play, ceremony and ritual. experience in Naropa's Recording Studio and event spaces, This course offers students insight into our human heritage through a students explore the weaving together of technology and creativity broad overview of human music-making. Open to all students. in service of art-making.

MUS260 MUS360 Listening to Jazz (3.0) Musicianship III: The Art of the Chart (3.0) Open to all students, this class examines the multifaceted traditions Students read, write, and perform musical charts with a special of jazz, arguably the most significant musical development of the emphasis on sight-reading techniques and improvisation. Topics twentieth century. Through readings and by listening to recorded include seventh chords and cord-extensions, chord progressions,

72 Naropa Course Catalog 2019—2020 mixed meter, non-harmonic tones, tonicization, and chord/scale musicianship and creativity acquired in their training at Naropa. theory. Prerequisite: MUS210 or equivalent. Elements include selecting, arranging, or composing the works to be presented; assembling and rehearsing a performance MUS370 ensemble; lighting and sound design; publicity and other aspects of Musicianship IV: Arranging and Orchestrating (3.0) performance; recording; and/or scholarship. This course is geared Students create written arrangements for larger ensembles, specifically toward offering students an opportunity to present their exploring contemporary uses of instrumentation and creative vision and providing students with a benchmark in their reharmonization. Topics include altered extensions, modal development as musicians in the world beyond the university. Open borrowing, chord substitution, conducting, large-scale form, to Music majors only. polymeter, and score/part preparation. Prerequisite MUS360 or equivalent. MUS490 Special Topics in Music (3.0) MUS380 The Special Topics Seminar investigates specific applications of Advanced Audio Recording and Production (3.0) theories and methods of music not offered in other courses. Specific Students explore and experiment with the tools of the recording topics are announced the semester this course is offered. The studio and their role in the creative process. Advanced recording seminar is open to advanced undergraduate students. and studio techniques are applied. Particular emphasis is given to the use of signal processing (equalization and effects) and MUS499 digital editing, and the creative opportunities provided by these Independent Study: Music (0.5-4.0) technologies. Group and individual projects are the means through This course offering is an opportunity for students to engage in in- which we foster creativity and its evolution. Prerequisite: MUS280. depth, concentrated study with a particular faculty member for a semester. The design of study and course work are decided MUS397 upon by the student and faculty member. Independent Studies will Private Music Lessons (1.0) count for a standard 3 credits. If a variable credit (0.5 - 4 credits) Restrictions apply as to who may take Private Music Lessons for Independent Study is desired, a student must receive additional credit. See Private Music Lesson Application for further details. approval. See the Independent Study Application for further details. Music majors must participate in Works In Progress concerts while taking Private Music Lessons. UNDG Naropa College COL101 MUS400 Living and Learning Community (1.0) Composition (3.0) This 1-credit course is designed to support students' transition into The content and direction of this course are determined largely Naropa University through the experience of a Living and Learning by the interests of those enrolled. Alone and together, we explore Community within the residence hall. This course emphasizes a variety of unconventional approaches to composition, helping community building and engagement, fostering connections among each other diversify as we go. Possible avenues include multitrack students and faculty by creating an intentional learning community. recording techniques, alternative intonation systems, and composing Specific topics vary by course section based on the theme of each for dance, theater, and film. Prerequisite: MUS360. Living and Learning Community. This course is taken for pass/fail credit. MUS420 Naropa Composers and Improvisers Orchestra (3.0) COL215 An advanced level of performance ensemble that generates and Leadership and Service: Alternative Break (3.0) performs students' original music and interdisciplinary work. The Students in this course deepen their understanding of the theoretical orchestra develops compositions and improvisational structures and practical means of engaging in social action, social change, based on the contemplative principles and awareness practices and coalition building. Through weekly classes and participation offered in the Music program, and prepares these pieces for in a week-long intensive service-learning trip over spring break, performance at the Works in Progress concert, the Student Arts students examine the possibilities and limitations of service and Concert, and other venues of our choosing. Prerequisite: MUS230 service-learning while exploring group dynamics and examining or MUS400. Others considered by audition. the historical, contemporary, social, political, and cultural dynamics relevant to the service site. Course fee. MUS485 Senior Project (3.0) COL240 Senior Project represents the fruition of a student's work at Innovation Skills Workshop (1.0) Naropa and affords students the opportunity to successfully This is a skills-based workshop covering social innovation and/or demonstrate the learning objectives of the Music program. Students entrepreneurial strategies designed to support students in effecting independently design and execute a performance, recording, change in their academic and/or professional lives. Topics vary by or other creative project that incorporates vital elements of section.

73 Naropa Course Catalog 2019—2020 COL299 real-world context as well as the representation of Buddhism in Special Topics (1.0) the contemporary popular culture platform of an online journal. This Special Topics course covers subjects relevant to all majors and Students develop a deeper understanding of their own writing academic disciplines. Specific topics are announced the semester process and authorial voice. They also deepen their insight into the course is offered. ways to present Buddhism to a mainstream audience.

COL325 COL450 Service Trip Design and Leadership: Alternative Break (3.0) Internship (3.0) Students in this course actively engage in the concepts, issues, The internship provides students with opportunities to deepen their and tasks integral to effective leadership for COR215 Alternative understanding of the practical means of working for social change, Break service-learning course/trips. Through weekly classes by working on projects that require a range of skills: grassroots and participation in an intensive weekend service-learning trip organizing; coalition building; lobbying; policy research; grant- during the semester, students build skills in reflection, fund-raising, writing; and fundraising. Students may pursue internships that build sponsorship, budgeting, group dynamics, experiential learning, on prior experience or pursue a new direction. A wide range of and education. Course activities deepen students' understanding internships are possible, although only sites that are committed of the key components of an Alternative Break, preparing them to providing an education experience and can meet Naropa's to design an Alternative Break proposal and act as leaders for additional requirements are candidates. Prerequisite: COR130. the program. Final proposals serve as the culminating project of this course and are submitted for review by the Alternative Break COR130 Committee. Students will have the opportunity to lead their trips at Contemplative Learning Seminar: Naropa's Roots and Naropa if selected. Course fee. Branches (3.0) The Contemplative Learning Seminar introduces the tradition of COL340 contemplative education as it has been developed at Naropa Be the Change Lab (1.0-3.0) University, with an emphasis on its vision, purpose, and application This is a student-designed project-based course in which students to the academic, artistic, and psychological disciplines taught in the put their creative ideas into action under the guidance of a faculty various majors. Students are introduced to contemplative practices mentor. Supported by relevant campus and community partners, that have shaped these disciplines, especially emphasizing students identify and incubate a social innovation project, with the mindfulness-awareness and sitting meditation practice. This course is goal to enact the change they wish to see in the world. The Project designed to integrate the personal journey of entering students with Proposal must be approved prior to enrollment. the rest of their Naropa educational experience.

COL350 COR150 Design Thinking for Personal and Social Change (3.0) Diversity Seminar (3.0) How can you open your mind and your options when you envision The Diversity Seminar emphasizes the development of knowledge, your vocational choices after Naropa? In this project-based course, critical thinking, analytical skills, and interpersonal and intergroup students learn about and incorporate design thinking, a method interactions necessary for living and working in a society which encourages observation, empathy, and curiosity along with characterized by diversity. Students engage in inquiry and analysis radical collaboration and a bias toward action. Using design of the complexities of multiple and competing theories of race, thinking, students learn to apply frameworks, tools, and practices class, gender, ethnicity, disability, age, sexuality, nationality, and for "leading from the emerging future." You explore the nuances religion, and how they shape and are shaped by social and and complexities of vocation: right livelihood, meaning-making, cultural life in the United States. Through diversity and contemplative money-making, and the desire to be of service. You engage in education, students can awaken a greater understanding of others, conversations with mentors, practice interviewing and resume and develop self-understanding and understanding of self in relation writing, build professional networks, and design and produce a to others, in order to promote ethical behaviors and values that podcast. The course includes sources from diverse professional support a diverse world. backgrounds and social locations. COR222 COL360 Sustainability Seminar: Regenerative Community in Action Lion's Roar: Writing for Publication (3.0) (3.0) This course provides in-depth instruction, support, and practice in The Core Sustainability Seminar invites students to apply their vision writing about contemporary Buddhist topics for the online journal and creativity toward a flourishing future and away from crisis. The Lion's Roar. Students engage in the complete arc of writing This course introduces students to principles, perspectives, and for publication, from developing ideas for stories, to researching, practices of regenerative community, resilience and sustainability, interviewing, drafting, providing and receiving feedback, and and analyzes current environmental, economic, and social trends. finally revising and submitting their work for publication. The dual With the aim of developing skills and lasting commitment to create focus of the course is the practice and process of writing in a vibrant and equitable systems, the course draws upon sustainability

74 Naropa Course Catalog 2019—2020 studies, contemplative education, ecological thinking, citizen Karma Yoga (selfless service). Students explore practices that engagement, and other innovative approaches. provide opportunities for intrapersonal and interpersonal learning as part of their own personal journeys, discovering their own biases LCOR110 and spiritual beliefs, as well as exploring the value of integrating Practice and Community I (3.0) Western and Eastern philosophies. Nine (or more) weeks of The practice of being in community is one of the most profound travel and study in Nepal and India is bracketed by two nine- teachings of the LEAPYEAR program. An essential adjunct to living day residential seminars in the United States, giving students time in conscious community is the study of contemplative or inner- to prepare for their travels, and to reflect on and integrate their directed practices that help the individual become more at home experiences upon returning. within themselves and with others. Students learn to define and live within clear agreements, learn the skills of clear communication LCOR126 and conflict resolution, and engage in daily contemplative practice Cultural Immersion: Latin America (6.0) while on retreat and while traveling together in unfamiliar countries Nine (or more) weeks of field study with direct exposure through unfamiliar terrain-both inner and outer. Students learn to the people and cultures of Central and South America practices that support growing self-awareness and self-acceptance, through volunteer work, homestays, environmental work, wildlife which are cornerstones of conscious community. conservation, and trekking. Through these activities, students cultivate awareness of their relationships to other cultures, and LCOR120 learn about activism through service work and of the positive and Cultural Immersion: Nepal/India (6.0) negative impacts of North American culture. Additional topics Nine (or more) weeks of extended field study in Nepal and include culture shock, cultural differences, the effects of privilege, northern and southern India, giving direct exposure to the people and work ethics. Opportunities abound for concentration on each and culture through spiritual study; Hindu, Tibetan Buddhist, and student's individual interests. Students identify their own cultural Muslim homestays; social service and environmental work; and assumptions as well as learn the skills to travel effectively and individual internships. Through these activities, students engage cooperatively within a group. Travel and study in Latin America is in activism through service work; develop an awareness of their bracketed by two nine-day seminars in the United States, giving relationships to different cultures and of the Westernizing of cultures; students time to prepare for their travels, and upon returning, giving learn what steps can be taken to begin to identify and work with time for reflection on and integration of their experiences. this; and learn how to utilize available resources positively and effectively. Additional topics include culture shock, languages (Hindi LCOR140 or Tibetan), cultural differences, the effects of privilege, karma, The Whole Human Being (6.0) and the caste system. Opportunities abound for concentration An exploration of the journey into adulthood in the context of on each student's individual interests. Students identify their own learning what it means to live a life of balance and purpose. cultural assumptions as well as learn skills to travel effectively and Students experientially explore the body-mind continuum and cooperatively within a group. Travel and study in Nepal and India integrate contemplative practices with study of the development includes scholarly research prior to traveling, as well as written and and evolution of the human being. Course work includes daily oral presentations after returning to the United States. workshops on integrity, communication, health, emotional literacy, somatic awareness, and the place of creativity in an embodied LCOR121 life. Students learn a variety of communication tools as they work Spanish Language Immersion (6.0) to improve their own fluency in effective communication, emotional Nine (or more) weeks of study of the Spanish language: four weeks literacy, creativity, and intuition. A four-day rite of passage is the of classroom study and nine weeks of cultural immersion in Central capstone of the course. and South America. Students learn with native teachers for two two- week intensives in group and one-on-one settings. Afternoons are LCOR155 spent doing volunteer community service, and students live with The World as Classroom (4.0) homestay families in Central and South America for a cumulative Students spend four months exploring options and choosing total of eighty hours of one-on-one language instruction. The a twelve-week individual internship from more than 6,300 remaining six weeks are spent living, working, and traveling with opportunities in 126 countries. The internship is focused on service native Spanish speakers. The design of the course cultivates fluency work, career exploration, language acquisition, and learning in conversational Spanish, engaging students in the practice of job skills specific to a field of developing interest. This twelve- speaking Spanish for nine weeks abroad. week independent journey exposes the student to diverse cultures, broadens their horizons, and deepens their understanding of LCOR125 diverse worldviews. Each student focuses on being a voice for Wisdom Traditions of Nepal/India (6.0) positive change at the juncture where their deep gladness meets the Students learn about the wisdom traditions and spiritual practices world's need. Working independently in the world for three months of Nepal, North India, and South India while living in intentional allows each student to identify and work with their strengths and communities focusing on Hatha Yoga, Buddhist meditation, and

75 Naropa Course Catalog 2019—2020 challenges in the areas of work ethic, personal motivation, and self- PAX335 presentation. Socially Engaged Spirituality (3.0) A study of varied traditions and ways of articulating socially LCOR160 engaged spirituality from historical and contemporary perspectives. Being the Change (2.0) The lives and work of Gandhi and King are used as reference Students practice skills needed to be the change they wish to see points, and examples from around the globe engage students in the world (Gandhi) by exploring and learning to translate their in understanding the dynamics of socially engaged spirituality dreams into action in the world during their three-month individual in different settings and in their own lives. As they investigate the internship. While completing their individual internship, students relationship between personal and social transformation, students identify a way they can improve some aspect of life at their sponsor develop a personal dialog with selected peacemakers and justice organization. They take their idea and see it through to a practical seekers. Assignments encourage students to clarify their own ethical outcome while studying the power of setting intentions and life principles and commitments, deepening the inquiry through shared path visioning. Embedded in their chosen project is an exploration exploration. Source material may range from autobiography and of learning and transforming education to serve the creativity of biography to literary texts and film. Methods include individual and each student. Students explore cultural context, historical context, group contemplative practices, community-based fieldwork, and educational context, gender differences, and movements where creative expression. people have taken effective action and grown to thrive in the face of oppression. PAX340 Conflict Transformation: Theory and Practice (3.0) UNDG Peace Studies An exploration of theories and practices of conflict transformation in a range of settings and locations. The course examines PAX250 interpersonal and structural dynamics of conflict, building skills to Introduction to Peace and Conflict Studies (3.0) work effectively with individuals and small groups, and studying Students investigate theories and practices in the field of peace attempts to end cycles of violence, revenge, and trauma at and conflict studies through case studies of local and global the national and international level. We investigate our own social change initiatives. What are the causes and conditions of assumptions about conflict, the potency of cultural and religious violence and the conditions that foster peace and social justice? differences, the complexities of intervention, and the possibility of How do peacebuilders from diverse backgrounds articulate their transformation. We consider the role of curiosity, creativity, and the vision for a more peaceful, just, and sustainable world? What moral imagination in peacebuilding. Students in this course write can we learn from historical and contemporary peacebuilders and produce original digital stories and acquire beginning level working at a range of levels---from Nobel peace laureates to skills in mediation. Prerequisite: COR113 or COR130. individuals and organizations in Boulder and beyond? How do they, and we, communicate and put our values into action? We PAX360 will explore ethics, practical tools, and strategies for social change Global Studies Seminar (3.0) through contemplative inquiry, community-based learning, films, and This course introduces students to theoretical approaches and key conversation with individuals and organizations working locally and concepts to illuminate contemporary global issues. Themes will globally. vary from semester to semester but may include globalization, geopolitics and nationalism, international food politics, gender PAX327 equity, human rights, and humanitarian intervention and refugees. Law, Human Rights, and Social Change (3.0) Using a case study approach, we will explore themes in regional Selected aspects of U.S. law, legal institutions, and traditions are contexts, which will vary depending on current hot spots and the surveyed, with a view toward understanding how they respond areas of specialization of the instructor. to and effect social change. The course examines landmark court cases, such as Miranda v. Arizona, Roe v. Wade, and Brown PAX370 v. Board of Education, that demonstrate how the judicial branch Social Innovation and Entrepreneurship (3.0) of government affects everyday life and develops, shapes, and This interdisciplinary seminar introduces students to the emerging enforces social policy. We also consider how the United States is, field of social entrepreneurship through readings, case studies, or is not, influenced by international treaties such as the Universal guest lectures, films, and field trips. As we examine the history, Declaration of Human Rights (UDHR) and the Geneva Convention. methods, challenges, and opportunities of local and global social Students are introduced to and practice legal skills, such as case entrepreneurs and innovators, we elicit our own bold visions for the law analysis, advocacy, issue analysis, fact/evidence selection and future. We engage the local community as an incubator of social relevance, and the ability to examine and argue both sides of an innovation, exploring the role of creativity, collaboration, courage, issue. Prerequisite: COR115. and compassion in social entrepreneurship. Students in this course build practical skills, developing business plans and models for ventures that address social challenges in education, health care, human rights, and food security, among others. Students from all

76 Naropa Course Catalog 2019—2020 disciplines who seek to build capacity as visionary, pragmatic PAR210 change agents are welcome. Acting Studio I (3.0) This course, the first in a two-part sequence, is designed to introduce PAX499 and develop basic skills of the actor within an interdisciplinary Independent Study: Peace Studies (0.5-4.0) context. Drawing from both traditional and contemporary This course offering is an opportunity for students to engage in in- acting techniques and including contemplative approaches to depth, concentrated study with a particular faculty member for performance developed within the Naropa University Performance a semester. The design of study and course work are decided program, the student actor will develop a personal discipline upon by the student and faculty member. Independent Studies will that brings together physical expressiveness with clarity of inner count for a standard 3 credits. If a variable credit (0.5 - 4 credits) psychological/emotional states and processes. Within ensemble, Independent Study is desired, a student must receive additional skills such as sensory awareness, presence, empathy, stillness, approval. See the Independent Study Application for further details. rhythm, intention, and creative imagination will be honed. Students will also be exposed to various lineages of contemporary UNDG Performing Arts performance. PAR100 PAR220 Wisdom of the Body (3.0) Dance Lab: Contemporary Dance (3.0) This course is a beginning performance studies class exploring An entry/intermediate-level technical training in both classical and movement, voice, and creativity. What is the feeling of being postmodern contemporary dance technique and aesthetic. With "embodied"? How do we synchronize the body and mind? a focus on strength through alignment and efficiency in movement, The embodied approach to performance grows out of a non- we work to tune the body with awareness and ease, allowing dualistic experience of the body/mind. Through gentle and precise for individual expression in choreographed and improvised physical exercises and improvisation, we will look at performance dance material. Students are introduced to both classical dance presence, precision, and impulse. We will enter the world of vocabulary and exercises, as well as less conventional techniques improvisational delight to integrate and explore the creative for preparatory and extended dance training. Strong attention is edges of the "unknown." This course provides an opportunity for given to strength, body placement, space, shape, relaxed precision students with no previous dance or theater experience to explore rhythm, sequence memory, and the ongoing interplay between self a range of creative and contemplative processes that serve as and other. gateways to further training in performance. The development of individual presence and awareness of the dynamics of ensemble PAR222 is emphasized throughout the semester. This course is for students Dance of Africa (3.0) interested in embodied creative process and performance skills. This class teaches dance and rhythm of one or more cultural traditions of Africa. Students learn to hold respect for cultural PAR101 traditions, including the role dance plays in community, the Experiential Anatomy (3.0) relationship between student and teacher, and the joys of This course provides a framework to study the skeletal, organ, dance. Students are required to maintain a practice regimen and muscular, and nervous systems from a Western, scientific, and attend community-sponsored traditional African dance concerts. experiential/personal perspective. Through a combination Students dance hard, have fun, and are required to participate of anatomical information, guided imagery, improvisation, in a performance weekend at the end of the semester. Students and movement, the body can become a creative source for are expected to wear traditional dance costumes for public artistic response, increased sensory awareness, and body- performances and for class. Materials fee. mind synchronization. Based on the pioneering work of somatic educator, Bonnie Bainbridge Cohen, the originator of Body-Mind PAR230 Centering(TM), this work is primarily a course in somatic (the study Preparing the Voice: Breathing Is Meaning (3.0) of the soma, or body) techniques of embodiment. This course concentrates on liberating the breath for proper vocal support and healthy voice production. By means of Fitzmaurice PAR160 Voicework, students bring together the dynamics between body, Contact Improvisation (3.0) breath, voice, the imagination, and language. The work consists Contact Improvisation is the spontaneous dance of two or more of two phases: Destructuring: Through "Tremorwork" (a series people moving together while maintaining a physical connection of exercises developed by Catherine Fitzmaurice based on and releasing into the flow of natural movement. The class follows the work of Wilhelm Reich) the body re-learns to breathe in the a general progression of Contact Improvisation skills, such as most physiologically efficient way. Students reconcile biology rolling, falling, taking and giving weight, playing with momentum with biography, reducing excess bodily tension and promoting and gravity, discovering ledges and levels, and exploring different spontaneous free breathing; and Restructuring: This second phase depths and textures of touch. Skills in individual, partner, and group focuses on supporting a vibrant voice that communicates intention dances are developed. Both beginners and more experienced and feeling without excess effort. contact improvisers are welcome.

77 Naropa Course Catalog 2019—2020 PAR231 PAR310 Articulating Sound: Voice and Speech (3.0) Acting Studio II (3.0) This course builds upon the Fitzmaurice Voicework done in PAR230. Building on the foundational skills acquired in Acting Studio I, Applying the acquired skills in voice production and care, we now students deepen them into dependable performance tools. The focus more intently on resonance, muscularity of articulation, the training focus is on techniques designed to enable students to speaker, and the text and voice as action. Through class work create performances that are intelligently conceived, emotionally and individual coaching in Fitzmaurice Voicework, actors gain engaging, and physically precise: action-based script analysis; a stronger sense of focus, intention, functionality, and structure in character creation; emotional crafting; scene study; composition; voice production and text interpretation. The course concentrates and devised work techniques. Students explore more fully on assimilating the concept of voice as action, acquiring resonance the lineage of performance, including a deeper exploration and a deeper somatic awareness in voice production, and of Naropa's fusion of contemplative traditions. The semester strengthens the relationship of the actor and the text. culminates in performances for the larger Naropa University audience. Prerequisite: PAR210 or permission of the instructor. PAR240 Rethinking the History of Performance: From Antiquity to the PAR320 1700s (3.0) Dance Studio II: Contemporary Dance II (3.0) This course is a survey of the history of theater and performance A continuation of PAR220 at an intermediate/advanced level, from early oral and written traditions up to the 1700s. It goes this course focuses on the application and structure of a dance beyond the boundaries of Euro-American perspectives and work, and, at times, the spontaneous exploration of space, time, examines performance in world terms through the lens of theater shape, sound, scenario, motion, and expenditure of energy to anthropology. Viewing performance as a natural instinct of humans, the end of attracting and holding the attention of the audience. this course introduces students to the basics of critical theory. Students expand dance vocabulary and exercises as well as less Prerequisite: COR110. conventional techniques for preparatory and extended dance training. Prerequisite: PAR220 or permission of the instructor. PAR241 Art Movements of the Twentieth Century: Movers, Shakers, PAR330 and Rule Breakers (3.0) Verse Interpretation (3.0) This course is an experiential research laboratory that aims This course provides ongoing training in oral interpretation, with to familiarize students with significant movements in the arts special attention to communicating in verse and poetic forms, in the twentieth century. This course provides a framework for integrating body, mind, and sound. Through expressive exercises, understanding the historical, contextual, and practical bases monologues, and scene work, students develop skills in the areas for contemporary art movements and art makers. Through of articulation, focus, concentration, visualization, and the voice as research and practical application, relevant historical, social, and action. Students learn how to take risks, vocalize, and communicate cultural perspectives that have shaped our current culture and intention in verse forms, and how to make informed interpretive contemporary art world are examined. Prerequisites: COR110 and choices. PAR210 or PAR220. PAR331 PAR301 Prose Interpretation (3.0) Acting Ensemble (3.0) This course provides ongoing training in verbal interpretation, with Students participate in the preparation, rehearsal, technical special attention to communicating in prose, integrating body, mind, production, and performance of a departmental theatrical and sound. Through expressive exercises, monologues, and scene production. Students must commit to all performance dates; no work, students develop skills in the areas of articulation, focus, absences are allowed for any performances scheduled, which will concentration, visualization, and the voice as action. Students learn differ from the regularly scheduled class meeting times. Prerequisites: how to take risks, vocalize, and communicate intention in prose Two 200-level PAR courses, or audition, or instructor approval. forms, and how to make informed interpretive choices. Materials fee. PAR340 PAR302 Performance Studies: Contemporary Practices (3.0) Dance Ensemble (3.0) The class focuses on using the lens of "performance" to identify Students participate in the preparation, rehearsal, technical ways in which all aspects of human behavior and cultures are production, and performance of a departmental dance production. performances. Students explore the interstices of practice and Students must commit to all performance dates; no absences are theory in performance. Students develop an embodied and allowed for any performances scheduled, which will differ from performative response to performance theory, and acquire the skills the regular class meeting times. Prerequisites: Two 200-level PAR to apply theoretical vocabulary to actual performance. Prerequisite: courses, or by audition, or instructor approval. Materials fee. PAR240, PAR241, or instructor approval.

78 Naropa Course Catalog 2019—2020 PAR360 PAR490 Body/Mind Improvisation: Contemplative Dance Practices Special Topics in Performance (3.0) (3.0) The door opens on new, experimental, and demanding Using the four classical postures of mindfulness (lying down, sitting, performance art created with diverse teacher-artists from the standing, walking) as themes for endless variations into elegant Naropa community and nationally. Taking students into unfamiliar dancing improvisation, this class explores creating spontaneous and demanding territories that invite them to use everything composition in the dancing lab. Surrounded by silence, music, and they have learned, these projects welcome depth of creative language, alone and together, with breath, posture, slow motion, process and also those unexpected surprises that come our way! and unexplained suddenness, we invite many delights! Dancing Prerequisite: Any two PAR 200-level courses or by permission of the improvisation is full of opportunities for body-mind integration, instructor. "deep play," and artful incursions. We will practice solos, duets, trios, herds, flocks, and mobs. Prerequisites: any two PAR 200-level PAR499 courses. Independent Study: Performing Arts (0.5-4.0) This course offering is an opportunity for students to engage in in- PAR400 depth, concentrated study with a particular faculty member for Building a Career in the Arts for the Twenty-first Century a semester. The design of study and course work are decided (3.0) upon by the student and faculty member. Independent Studies will This course prepares artists to promote, market, and fund their count for a standard 3 credits. If a variable credit (0.5 - 4 credits) own work and artistic skills effectively. Students learn the basics Independent Study is desired, a student must receive additional of project budgeting, promotional materials design, copy and approval. See the Independent Study Application for further details. press release writing, grant-writing, event planning, social media integration, the creation of promotional material using a variety of PAR521 media, donor relations, and working as a teaching artist. Students Contemplative Dance Practice (3.0) articulate their mission and goals as an artist, create curriculum vitae Sourced in the practices of sitting and walking mindfulness outlining their artistic experience, and create press kits/portfolios meditation, contemplative dance finds the dance every body geared toward their specialized field. In these ways, students learn knows. We sit, move, write- investigating the mind-body landscape. how to effectively generate interest in their work, providing them Alone and together we learn the spontaneous delights within with tools to earn a living in an arts field in the twenty-first century. stillness, and in any moment. Through deep play, we ignite the many layers of knowing and explore the boundaries between our PAR401 art, meditation, and ordinary life. Some previous experience in Interarts Performance Practicum (3.0) meditation/dance is helpful. This class is open to sophomores and This course brings together intermediate and advanced students above. Cross-listed as PAR321. for performative inquiry and theoretical dialog in an experimental lab setting. In a process grounded in awareness and presence PAR560 practices, students collaborate across their disciplines to generate Body/Mind Improvisation: Contemplative Dance Practices new works for live performance, installation, electronic presentation, (3.0) as well as other forms. Prerequisites: senior-level students or Using the four classical postures of mindfulness (lying down, sitting, permission of instructor. standing, walking) as themes for endless variations into elegant dancing improvisation, this class explores creating spontaneous PAR460 composition in the dancing lab. Surrounded by silence, music, and Improvisation/Composition: Performing It Like It Is (3.0) language, alone and together, with breath, posture, slow motion, A continuation of PAR360, this class sharpens skills and instructions and unexplained suddenness, we invite many delights! Dancing from inside and out to create performances for one another and improvisation is full of opportunities for body/mind integration, for communities near and far. Working with the Naropa tradition of 'deep play', and artful incursions. We will practice solos, duets, and "young-warrior-artist-in-training," students discuss confidence in the trios and herds, flocks, mobs. Cross-listed with PAR 360. path of the artist today. The Red Square practice opens the door of intuitive, imaginative, and daring ventures with many partners UNDG Study Abroad to collaborate with, including props, costumes, music, noise, and language of all sorts. Focus moves to site-specific events throughout ANTH325 the Naropa campuses. A long accumulation phrase of gestures, Independent Study Project: Methods and Application (4.0) etc., are created over the semester as an investigation in both This course is focused on providing students with a basic devised choreography and memory. Performances collage together understanding of ethnographic research methods and skills, solos, duets, trios, and quintets, also herds and flocks and mobs. while also giving students the opportunity to develop specialized Prerequisite: PAR360 or permission of instructor. knowledge in a topic of study. During the first half of the course, a series of thematic seminars focus on research methodologies, the importance of ethics in research, best practices in working in cross- cultural partnerships in the host country, and skills training related to

79 Naropa Course Catalog 2019—2020 designing a study proposal. Students develop an understanding of ASIA330 how to refine research question(s), determine appropriate research Regional Seminar: Diversity in the Himalayas (4.0) and learning methods, and address ethical issues related to their This course explores the myriad ethnicities and religious traditions projects. During the second half of this course, students use the that constitute Nepal and the surrounding region, which is one of plan outlined in their approved study proposal to carry out an the most ethnically diverse regions of the world. Students begin individualized and in-depth study on a subject of their choice their study in this course through an overview of the country's using primary sources. With the support of an academic advisor cultural, social, and political background. Using lectures, readings, and/or a local mentor, students select a topic which relates to the and discussion this course surveys social issues and vulnerable program's scope, design an approach to study this subject, and populations in Nepal such as development issues, environment, conduct an individual project. The chosen topic of independent public health, education, human rights, caste, and the status study may involve either an academic inquiry or the learning of a of women. Students also receive an extensive introduction to traditional skill through an apprenticeship. Hinduism and to Mahayana Buddhism, in particular to the Tibetan tradition. Opportunities are also provided for students to ASIA310 engage local experts in discussion through guest lecturers and Regional Seminar: China in Transition (4.0) field trips. In addition, program travels in Nepal take students This course provides students with a background in modern Chinese to communities which are engaged in addressing these issues, history, setting the stage for a grounded understanding of the providing experiential opportunities for learning and growth.For myriad social issues that China faces today. Students begin their Asian Studies students only. study in this course through an overview of the country's cultural, social, and political background. Using lectures, readings, and BSA325 discussion, this course then surveys modern social issues and Traditional Culture and Contemporary Issues of Bhutan vulnerable populations in China such as education, public health, (3.0) environment, civil society, economic development, gender, ethnic This course is designed to introduce students to historical and minorities, human rights, and popular culture. Opportunities are contemporary Bhutanese culture, including geography, history, also provided for students to engage local experts in discussion politics, ethnography, religions, and cultural values, both ancient through guest lecturers and field trips. Throughout the course, and modern. This course seeks to locate students' understanding students analyze historical and current systems in modern China within the Bhutanese view of their world through the lens of Gross and develop a nuanced understanding of the multiple perspectives National Happiness. Students will feel competent and prepared in found throughout the country. In addition, program travels in China regard to essential aspects of daily life in Bhutan. take students to communities which are engaged in addressing these issues, providing experiential opportunities for learning and BSA335 growth. For Asian Studies students only. Contemplative Intercultural Studies (3.0) This course is an introduction to contemplative practice, exploring ASIA320 the interface between meditation practice and cross-cultural Regional Seminar: Culture and Traditions in Modern India experience, and how they can creatively inform each other. We (4.0) explore and train in a variety of contemplative practices, including This course provides students with an in-depth introduction to the methods drawn from Bhutan's rich spiritual tradition. In the context cultures and traditions in contemporary India. Students begin their of cross-cultural experience, we explore ways in which fixed study in this course through an overview of the country's cultural, beliefs and schemas create suffering and confusion in our lives. social, and political background. Using lectures, readings, and Students are challenged to go beyond habitual responses and discussion, this course then surveys social issues and vulnerable generalizations and cultivate deeper levels of compassion and populations in India such as the role of women, economic issues of global understanding. the caste system, environment, public health, education, and spiritual traditions for Hindus, Muslims, and Buddhists. Opportunities are BSA350 also provided for students to engage local experts in discussion Guided Independent Research: Bhutan (3.0) through guest lecturers and field trips. This course helps students This course invites students to explore and research a topic about deepen their understanding of the traditions, religious practices, Bhutan's people, environment, culture, and current issues. Students history, and contemporary lifestyles of the people who call the will carry out their independent study project during their semester cities and villages of modern-day India home. In addition, program at the Royal University of Bhutan (RUB), under the guidance of travels in India take students to communities which are engaged the NU faculty and the designated RUB faculty mentor at their in addressing these issues, providing experiential opportunities for respective campuses. Following the guidelines specified in the learning and growth. For Asian Studies students only. syllabus, students select a topic, have it approved, and carry it to completion in the form of a final paper and formal presentation. Topics may be related to the student's area of focus or academic discipline in their BA studies.

80 Naropa Course Catalog 2019—2020 CHIN150 spoken Mandarin in a wide variety of experiences. Grammatical Mandarin I (4.0) functions will be reviewed and incorporated as they relate to This course introduces students to standard Mandarin Chinese particular communication needs. A mix of communicative and language and is designed for students with no or minimal interactive methods are used to develop advanced proficiency previous background in spoken or written Mandarin. Students and materials are drawn from a variety of media sources and in this course focus on learning essential vocabulary, practicing texts. In addition, students develop their understanding of the pronunciation, and understanding simple grammatical structures. relationship between the Chinese language and culture. By the This knowledge prepares students to effectively communicate end of the semester, students are expected to be able to express in Mandarin on a limited range of topics related to everyday sophisticated and nuanced ideas both orally and in writing. Out- situations. Students practice listening and speaking in real-life of-classroom experiences such a field trips and guided interactions situations, learn to read and write Chinese characters, and examine with native speakers supplement formal classroom instruction and how culture and language interact in China. In-class activities provide ample opportunities for practical engagement. In addition, and course assignments aim to assist students as they develop language skills gained in this course support students to deepen the oral proficiency and confidence necessary to initiate simple participation in other program and academic activities such as conversations. Out-of-classroom experiences such a field trips homestays and the Independent Study Project. and guided interactions with native speakers supplement formal classroom instruction and provide ample opportunities for practical COMM301 engagement. In addition, language skills gained in this course Intercultural Communication (4.0) support students to deepen participation in other program and This course is designed to provide study abroad students with an academic activities such as homestays and the Independent Study in-depth understanding of essential intercultural communication Project. theories, as well as the key skills needed to apply theories in interactions with host country nationals. Throughout the course, CHIN250 students learn relevant concepts and terminology in order to Mandarin II (4.0) develop skills to interpret and analyze their intercultural interactions. This course introduces students to more challenging standard The first half of the course focuses on positivistic and interpretive Mandarin Chinese language material in order to establish a frameworks of intercultural communication as well as self-reflexivity. solid foundation for the use of the language. Students in this The second half of the course focuses on critical intercultural course focus on building on past language exposure to improve communication scholarship and applications, challenging the speaking, listening, reading, and writing skills. Students expand student to question default thinking patterns and recognize nuances their oral expression abilities by increasing vocabulary, improving of human interaction. Course assignments, reflection, structured understanding of grammar concepts, strengthening pronunciation activities, and direct experience emphasize the development of abilities, focusing on listening comprehension, and building on further intercultural competence among students. Foundational previously studied Chinese characters. This course introduces courses in communication theory are recommended, but not new language concepts to allow students to speak about topics required. pertaining to their daily lives and also focuses on deepening knowledge of Chinese culture and customs. By the end of the GLOS211 semester, students are expected to be able to engage in basic Intercultural Development and Global Citizenship (4.0) daily conversations, read simple texts, and write for daily needs. Drawing from culturally diverse models of leadership and In-class activities and course assignments aim to assist students epistemology, this course examines topics such as intercultural and as they develop the ability to appropriately use language and interpersonal communication skills, various leadership styles, and the improve proficiency. Out-of-classroom experiences such a field trips roles and responsibilities of global citizenship. Through a variety of and guided interactions with native speakers supplement formal instructional methods and assignments, students explore the factors classroom instruction and provide ample opportunities for practical which influence human relationships to self, communities, and the engagement. In addition, language skills gained in this course natural world. support students to deepen participation in other program and academic activities such as homestays and the Independent Study GLOS310 Project. Regional Seminar: China in Transition (4.0) This course provides students with a background in modern Chinese CHIN350 history, setting the stage for a grounded understanding of the Mandarin III (4.0) myriad social issues that China faces today. Students begin their This course is designed to develop advanced skills in standard study in this course through an overview of the country's cultural, Mandarin Chinese language and is intended for students with social, and political background. Using lectures, readings, and extensive prior exposure to the language. This course focuses on discussion this course then surveys modern social issues and consolidating linguistic knowledge and development of speaking, vulnerable populations in China such as education, public health, listening, reading, and writing skills. Students in this course will environment, civil society, economic development, gender, ethnic develop advanced comprehension of and competence in using minorities, human rights, and popular culture. Opportunities are

81 Naropa Course Catalog 2019—2020 also provided for students to engage local experts in discussion and the role the region played in the Spanish empire and then the through guest lecturers and field trips. Throughout the course, liberation of the region from Spanish rule. Using lectures, readings, students analyze historical and current systems in modern China and discussion, this course surveys social issues and vulnerable and develop a nuanced understanding of the multiple perspectives populations in Bolivia and Peru, such as racial and social conflicts, found throughout the country. In addition, program travels in China sustainable development, human rights, globalization, and the take students to communities which are engaged in addressing impact of colonialism on indigenous cultures. This course also these issues, providing experiential opportunities for learning and examines political, racial, and social conflicts that Bolivia and Peru growth.For Global Studies students. have experienced. Opportunities are also provided for students to engage local experts in discussion through guest lecturers and field GLOS320 trips. In addition, program travels in South America take students to Regional Seminar: Culture and Traditions in Modern India communities that are engaged in addressing these issues, providing (4.0) experiential opportunities for learning and growth. For Global This course provides students with an in-depth introduction to the Studies students only. cultures and traditions in contemporary India. Students begin their study in this course through an overview of the country's cultural, HIND150 social, and political background. Using lectures, readings, and Introduction to Hindi (4.0) discussion, this course then surveys social issues and vulnerable This course introduces students to the Hindi language and is populations in India such as the role of women, economic issues of designed for students with no or minimal previous background in the caste system, environment, public health, education, and spiritual spoken or written Hindi. Students in this course focus on learning traditions for Hindus, Muslims, and Buddhists. Opportunities are essential vocabulary, practicing pronunciation, and understanding also provided for students to engage local experts in discussion simple grammatical structures. This knowledge prepares students through guest lecturers and field trips. This course helps students to effectively communicate in Hindi on a limited range of topics deepen their understanding of the traditions, religious practices, related to everyday situations. Students practice listening and history, and contemporary lifestyles of the people who call the speaking in real-life situations, learn to read and write Hindi script cities and villages of modern-day India home. In addition, program (Devanagari script), and examine how culture and language travels in India take students to communities that are engaged in interact in India. In-class activities and course assignments aim to addressing these issues, providing experiential opportunities for assist students as they develop the oral proficiency and confidence learning and growth. For Global Studies students only. necessary to initiate simple conversations. Out-of-classroom experiences such a field trips and guided interactions with native GLOS330 speakers supplement formal classroom instruction and provide Regional Seminar: Diversity in the Himalayas (4.0) ample opportunities for practical engagement. In addition, This course explores the myriad ethnicities and religious traditions language skills gained in this course support students to deepen that constitute Nepal and the surrounding region, which is one of participation in other program and academic activities such as the most ethnically diverse regions of the world. Students begin homestays and the Independent Study Project. their study in this course through an overview of the country's cultural, social, and political background. Using lectures, readings, HIND250 and discussion, this course surveys social issues and vulnerable Hindi II (4.0) populations in Nepal such as development issues, environment, This course introduces students to more challenging linguistic Hindi public health, education, human rights, caste, and the status of language material in order to establish a solid foundation for the women. Students also receive an extensive introduction to Hinduism use of the language. Students in this course focus on building on and to Mahayana Buddhism, in particular to the Tibetan tradition. past language exposure to improve speaking, listening, reading, Opportunities are also provided for students to engage local and writing skills. Students expand their oral expression abilities experts in discussion through guest lecturers and field trips. In by increasing vocabulary, improving understanding of grammar addition, program travels in Nepal take students to communities concepts, strengthening pronunciation abilities, focusing on listening that are engaged in addressing these issues, providing experiential comprehension, and building on previously studied Hindi script opportunities for learning and growth. For Global Studies students (Devanagari script). This course introduces new language concepts only. to allow students to speak about topics pertaining to their daily lives and also focuses on deepening knowledge of Indian culture and GLOS340 customs. By the end of the semester, students are expected to be Regional Seminar: Tradition, Change, and Cultural able to engage in basic daily conversations, read simple texts, and Resilience (4.0) write for daily needs. In-class activities and course assignments aim This course is designed to facilitate the development of an in- to assist students as they develop the ability to appropriately use depth understanding of the cultures of the Andes and Amazon language and improve proficiency. Out-of-classroom experiences and their relationship to the land. Students begin their study in this such a field trips and guided interactions with native speakers course through an overview of the country's cultural, social, and supplement formal classroom instruction and provide ample political background, including South America's colonial history opportunities for practical engagement. In addition, language skills

82 Naropa Course Catalog 2019—2020 gained in this course support students to deepen participation in course through an overview of the country's cultural, social, and other program and academic activities such as homestays and the political background, including South America's colonial history Independent Study Project. and the role the region played in the Spanish empire and then the liberation of the region from Spanish rule. Using lectures, readings, HIND350 and discussion, this course surveys social issues and vulnerable Hindi III (4.0) populations in Bolivia and Peru such as racial and social conflicts, This course is designed to develop advanced skills in the Hindi sustainable development, human rights, globalization, and the language and is intended for students with extensive prior exposure impact of colonialism on indigenous cultures. This course also to the language. This course focuses on consolidating linguistic examines political racial, and social conflicts that Bolivia and Peru knowledge and development of speaking, listening, reading, have experienced. Opportunities are also provided for students to and writing skills. Students in this course will develop advanced engage local experts in discussion through guest lecturers and field comprehension of and competence in using spoken Hindi in a wide trips. In addition, program travels in South America take students variety of experiences. Grammatical functions will be reviewed and to communities which are engaged in addressing these issues, incorporated as they relate to particular communication needs. A providing experiential opportunities for learning and growth. For mix of communicative and interactive methods are used to develop Latin American Studies students only. advanced proficiency and materials are drawn from a variety of media sources and texts. In addition, students develop their NPL150 understanding of the relationship between the Hindi language Introduction to Nepali Language (4.0) and culture. By the end of the semester, students are expected to This course introduces students to the Nepali language and is be able to express sophisticated and nuanced ideas both orally designed for students with no or minimal previous background in and in writing. Out-of-classroom experiences such a field trips spoken or written Nepali. Students in this course focus on learning and guided interactions with native speakers supplement formal essential vocabulary, practicing pronunciation, and understanding classroom instruction and provide ample opportunities for practical simple grammatical structures. This knowledge prepares students engagement. In addition, language skills gained in this course to effectively communicate in Nepali on a limited range of topics support students to deepen participation in other program and related to everyday situations. Students practice listening and academic activities such as homestays and the Independent Study speaking in real-life situations, learn to read and write Nepali Project. script (Devanagari script), and examine how culture and language interact in Nepal. In-class activities and course assignments ISP325 aim to assist students as they develop the oral proficiency and Independent Study Project: Methods and Application (4.0) confidence necessary to initiate simple conversations. Out-of- This course is focused on providing students with a basic classroom experiences such a field trips and guided interactions understanding of ethnographic research methods and skills, with native speakers supplement formal classroom instruction and while also giving students the opportunity to develop specialized provide ample opportunities for practical engagement. In addition, knowledge in a topic of study. During the first half of the course, a language skills gained in this course support students to deepen series of thematic seminars focus on research methodologies, the participation in other program and academic activities such as importance of ethics in research, best practices in working in cross- homestays and the Independent Study Project. cultural partnerships in the host country, and skills training related to designing a study proposal. Students develop an understanding of NPL250 how to refine research question(s), determine appropriate research Nepali II (4.0) and learning methods, and address ethical issues related to their This course introduces students to more challenging linguistic Nepali projects. During the second half of this course, students use the language material in order to establish a solid foundation for the plan outlined in their approved study proposal to carry out an use of the language. Students in this course focus on building on individualized and in-depth study on a subject of their choice past language exposure to improve speaking, listening, reading, using primary sources. With the support of an academic advisor and writing skills. Students expand their oral expression abilities and/or a local mentor, students select a topic which relates to the by increasing vocabulary, improving understanding of grammar program's scope, design an approach to study this subject, and concepts, strengthening pronunciation abilities, focusing on listening conduct an individual project. The chosen topic of independent comprehension, and building on previously studied Nepali script study may involve either an academic inquiry or the learning of a (Devanagari script). This course introduces new language concepts traditional skill through an apprenticeship. to allow students to speak about topics pertaining to their daily lives and also focuses on deepening knowledge of Nepali culture and LAS340 customs. By the end of the semester, students are expected to be Regional Seminar: Tradition, Change, and Cultural able to engage in basic daily conversations, read simple texts, and Resilience (4.0) write for daily needs. In-class activities and course assignments aim This course is designed to facilitate the development of an in- to assist students as they develop the ability to appropriately use depth understanding of the cultures of the Andes and Amazon language and improve proficiency. Out-of-classroom experiences and their relationship to the land. Students begin their study in this such a field trips and guided interactions with native speakers

83 Naropa Course Catalog 2019—2020 supplement formal classroom instruction and provide ample on past language exposure to improve speaking, listening, reading, opportunities for practical engagement. In addition, language skills and writing skills. Students expand their oral expression abilities gained in this course support students to deepen participation in by increasing vocabulary, improving understanding of grammar other program and academic activities such as homestays and the concepts, strengthening pronunciation abilities, and focusing on Independent Study Project. listening comprehension. This course introduces new language concepts to allow students to speak about topics pertaining to their NPL350 daily lives and also focuses on deepening knowledge of South Nepali III (4.0) American culture and customs. By the end of the semester, students This course is designed to develop advanced skills in the Nepali are expected to be able to engage in basic daily conversations, language and is intended for students with extensive prior read simple texts, and write for daily needs. In-class activities and exposure to the language. This course focuses on consolidating course assignments aim to assist students as they develop the ability linguistic knowledge and development of speaking, listening, to appropriately use language and improve proficiency. Out-of- reading, and writing skills. Students in this course will develop classroom experiences such a field trips and guided interactions advanced comprehension of and competence in using spoken with native speakers supplement formal classroom instruction and Nepali in a wide-variety of experiences. Grammatical functions provide ample opportunities for practical engagement. In addition, will be reviewed and incorporated as they relate to particular language skills gained in this course support students to deepen communication needs. A mix of communicative and interactive participation in other program and academic activities such as methods are used to develop advanced proficiency and materials homestays and the Independent Study Project. are drawn from a variety of media sources and texts. In addition, students develop their understanding of the relationship between the SPAN350 Nepali language and culture. By the end of the semester, students Spanish III (4.0) are expected to be able to express sophisticated and nuanced This course is designed to develop advanced skills in the Spanish ideas both orally and in writing. Out-of-classroom experiences language and is intended for students with extensive prior such a field trips and guided interactions with native speakers exposure to the language. This course focuses on consolidating supplement formal classroom instruction and provide ample linguistic knowledge and development of speaking, listening, opportunities for practical engagement. In addition, language skills reading, and writing skills. Students in this course will develop gained in this course support students to deepen participation in advanced comprehension of and competence in using spoken other program and academic activities such as homestays and the Spanish in a wide-variety of experiences. Grammatical functions Independent Study Project. will be reviewed and incorporated as they relate to particular communication needs. A mix of communicative and interactive SPAN150 methods are used to develop advanced proficiency and materials Spanish I (4.0) are drawn from a variety of media sources and texts. In addition, This course introduces students to the Spanish language and is students develop their understanding of the relationship between the designed for students with no or minimal previous background Spanish language and culture. By the end of the semester, students in spoken or written Spanish. Students in this course focus on are expected to be able to express sophisticated and nuanced learning essential vocabulary, practicing pronunciation, and ideas both orally and in writing. Out-of-classroom experiences understanding simple grammatical structures. This knowledge such a field trips and guided interactions with native speakers prepares students to effectively communicate in Spanish on a limited supplement formal classroom instruction and provide ample range of topics related to everyday situations. Students practice opportunities for practical engagement. In addition, language skills listening and speaking in real-life situations and examine how gained in this course support students to deepen participation in culture and language interact in South America. In-class activities other program and academic activities such as homestays and the and course assignments aim to assist students as they develop Independent Study Project. the oral proficiency and confidence necessary to initiate simple conversations. Out-of-classroom experiences such a field trips UNDG Visual Arts and guided interactions with native speakers supplement formal classroom instruction and provide ample opportunities for practical ART101 engagement. In addition, language skills gained in this course 2-D Design: Art Techniques and Experimentation (3.0) support students to deepen participation in other program and 2-D Design is an introduction to a variety of technical, conceptual, academic activities such as homestays and the Independent Study and experimental methods used to make art. Students explore color Project. theory and design principles using basic drawing, painting, and mixed materials. Intuitive, intellectual, and contemplative modes SPAN250 of inquiry provoke expanded possibilities and approaches to practicing studio art. Spanish II (4.0) This course introduces students to more challenging linguistic Spanish language material in order to establish a solid foundation for the use of the language. Students in this course focus on building

84 Naropa Course Catalog 2019—2020 ART102 approaches. Investigations into the history of sculptural form raise Contemplative Ceramics: Form and Human Contact (3.0) questions pertinent to contemporary art. For millennia, humans have used ceramics both to sustain life and for personal expression. In this hands-on class, students develop ART200 their own individual approach to the medium, using methods that The Contemplative Artist (3.0) include pinching, coiling, slab construction, and wheel throwing. At the very heart of the word "contemplative" is the activity of Students find ways to embody their contemplative practice by observing, seeing. "Contemplative," originally a term of divination, investigating how ceramics can create meaning with forms intended meant an open space marked out for observation. "Contemplate" to connect with others. Students deepen their artistic practice by implies attentive and meditative observation. Through mindfulness exploring the use of ceramics in the world. meditation, studio assignments, and selected readings, students explore a cosmology of art, how art arises, how seeing occurs, ART105 literally and poetically, how people navigate and appreciate the Art and Consciousness: Mixed Media and Self-Exploration world through sense perceptions, how perceptions are affected by (3.0) culture, and how these two streams of the personal and the public Students are challenged to listen to and trust their own inner join in an individual's aesthetic sense and artistic statement. Cross- experience as the basis for the creation of authentic artwork. listed as ART500. Through material experimentation and investigation into realms of consciousness, we create art. Acrylic painting and mixed media ART215 are explored. Students discover that art relies upon its sources in the Watercolor (3.0) most profound levels of human consciousness for its ability to inspire This course, open to beginners and experienced artists, is a series and transform. of exercises designed to lay the foundation for understanding this famously difficult medium. The methods presented distill the ART125 techniques practiced in the Western tradition of the past three Introduction to Drawing (3.0) centuries and provide the basis for a lifetime of anxious pleasure. This studio class focuses on developing skillful use of drawing This is a studio class with demonstrations by the instructor and a lot techniques, paired with an investigation of mind and perception. of painting and drawing by the students. Drawing is presented here as a method for discovering the beauty and profundity of ordinary things. A graduated series of individual ART245 and collaborative exercises is presented for both beginning and Introduction to Painting: Realism (3.0) experienced drawers. Students develop technical ability as painters and increase their creative options for artmaking. With the still life as subject, the ART132 course focuses on color theory, the formal elements of painting, 3-D Ephemeral Art (3.0) and the various surfaces, tools, techniques, and myriad effects that This studio course explores the fundamental principles of three- can be achieved with acrylic paint. Students explore the expressive dimensional design such as form, space, shape, value, balance, potential of painting and discuss their process during class critiques. proportion, and movement. Students examine contemplative ways Knowledge gained enables students to be articulate about, and of creating art and experience the symbiotic relationship that occurs have a better understanding of, the paintings that they encounter in when using ephemeral media (natural materials that erode or the world. decay over time) as a primary medium. ART285 ART155 New Forms in Ceramics: Advanced Skills in Historical Clay Figure Drawing (3.0) Techniques (3.0) The structure of this course is established by centering concentration This course examines the cultural aspects of anthropological, on the figurative motif. Class routine begins with gesture and warm- historical, mythical, and divination practices in clay. Students up drawing, followed by instruction and specific exercises, ending explore the properties, preparation, and methods for forming and with extended poses or poses relative to a particular figurative firing clay. Aspects of form, design, and decoration will also be study. Figure exercises are derived from an academic tradition to examined. Prerequisite: ART102 or by instructor permission. train the eye as well as the hand. ART301 ART180 World Art I: Ancient to Middle Ages (3.0) Sculpture (3.0) An introduction to the visual arts of archaic societies and of the This studio course explores the organizing principles of three- civilizations of the Mediterranean and Middle East, Asia, Central dimensional design as well as the nature of one's creative thoughts. and South America, and Africa. Viewed from a global perspective, Students learn to use a variety of materials and techniques, we explore the historic and mythic lineages of vision, meaning, and including clay, plaster, metals, mold-making, and conceptual craft.

85 Naropa Course Catalog 2019—2020 ART311 ART360 Mixed Media (3.0) Contemplative Photography (3.0) Students engage in the creation of art made out of mixing materials This course guides students to explore mindfulness in photography. and media. Investigations include formal, technical, philosophical, Students experience the relationship between the contemplative and experiential aspects of art-making. Sources of artistic imagery, state of mind of clear and non-conceptual awareness and the from contemporary to traditional art, and the dynamics of aesthetic creative endeavor through photography. Students consider reality, experience are examined. Students develop insights through the space, time, and illusion as ways to gain insights into photography integration of witnessing many forms of art, critical intent, and and the meditative state. Students develop visual awareness personal creative experience. Emphasis is placed on making art, through the use of the photographic medium. Through viewing artistic evaluation, and the dynamics of group critique. films, readings, and research, students expand their knowledge of potent imagery. Critiques and discussions foster the advancement of ART325 students' art images. Drawing II: Precision, Perception, and Form (3.0) Beginning with an emphasis on precise observational drawing, ART385 the class proceeds through an array of exercises designed to Advanced Studio Practice (3.0) deepen each student's native way of drawing. The working basis In this course, students define and manifest their own artistic for this is the One Hundred Drawings project, a semester-long voice, incorporating the media and technique of their choice. exploration of an individually chosen theme. Open to anyone with Students build a body of serious cohesive artwork, with emphasis previous drawing experience. Prerequisite: ART125 or permission of on technical, formal, and conceptual concerns. Art and thought instructor. processes are supported by research, engaged inquiry, and a highly focused studio practice. Viewing art from contemporary ART340 and traditional cultures encourages students to realize a global Contemporary Art History 1945 to Present (3.0) understanding of what art is. Prerequisites: Open to Visual Arts This course is an introduction to contemporary artists and majors with 60+ credits only. Others with instructor permission. movements from around the world. Veering from the traditional European model, we will focus on artists that challenge and ART440 inform the contemporary art scene, from major art movements to Warrior Artist: Risk and Revelation in Studio Art (3.0) particular artists of that movement. Covering political, personal, The artist is trained as a scholar to cultivate confidence and and explorative art in painting, sculpture, performance, installation, dignity. Students engage in the skills of speaking about art, and its video, and other alternative forms of art to later work that has social concerns, with regard to inner and outer influences. Research and and political impact, this course will explore all world arts. With a articulation of influences provide students a greater clarity of how global perspective, we explore the artist as a catalyst for meaning their art form relates from themselves to the world. Warrior exams and expressions through a critical and personal experience. prompt students to talk about their art on the spot and uncover Prerequisite: ART301. wisdom. Fundamental questions are explored to provide a larger view of the effect art creates for the viewer. Ongoing art studio ART345 practice informs the dialogue and encourages progressive art Painter's Laboratory (3.0) consciousness. In this class, students join their advanced studio art Like a science lab, the painter's laboratory is a place for practice, practice with the disciplines of speaking and writing about art. BA observation, and testing. This studio class is suitable for anyone Visual Arts and Art Therapy seniors only; others by permission of the wanting to explore and develop as a painter. The goal is to instructor. enhance seeing and to translate that highly personal skill into paint. We study and experiment with how to generate ideas, ART455 develop subject matter, build on and incorporate previous training Making Conscious Media (3.0) and experience (including nonvisual), and engage the vastness This course is an exploration of creative cinema through short of contemporary and historical arts. This is a hands-on lab. The production and post-production projects. The course focuses medium is acrylic paint. on tactics and strategies of independent cinema production, leading to the completion of a final project in either documentary, ART355 experimental, or narrative genres. Content emphasis will be on Eco-Art (3.0) material that is socially provocative, artistically bold, or infused This class explores ecological and environmentally related art. with content that reflects a consciously grounded exploration of the Studio work emphasizes recycled and natural materials, with a human condition. mixed-media emphasis. Students learn how to source art materials directly. Slide lectures, visiting artists, and trips to see, discuss, and ART480 reflect on eco-arts are included, as well as an experience with Portfolio and Gallery Presentation (3.0) community-based art. This spring course prepares students for the presentation of their senior projects in the Naropa Gallery. The course covers practical

86 Naropa Course Catalog 2019—2020 elements of designing and assembling a portfolio, marketing, process of meditation with a brush. Emphasis is placed on regular, copyrights, presentation of artwork, and installation of exhibitions. running style and grass style, Caoshu, with some exposure to seal BA Visual Arts and Art Therapy seniors only; others by permission of script and brush painting as well. Students learn how Asian paper the instructor. and brushes are used, and how to place a chop or red seal on Chinese calligraphy and painting. We study how the Asian brush ART490 is designed and how it differs from Western brushes. Every student Special Topics in Visual Arts (3.0) has artwork at the end of this course. Workshops begin with a light The Special Topics seminar investigates application of theories and qigong standing meditation every week. Materials fee. Cross-listed methods of visual arts specific to historical, critical, and theoretical as ART181. contexts. Specific topics are announced the semester this course is offered. The seminar is open to advanced undergraduate and ART582 graduate students. Traditional Chinese Brushstroke II (3.0) Spring 2020 Based on skills learned in Traditional Chinese Brushstroke I, students Section A: Installation and Ritual This course in intended as a space continue their exploration of the history, origin and construction in which we could build/dream through our materials, sensations, of the Chinese characters. Students delve further into the five and questions to the shrine, the ritual, and the installation. We will calligraphy-writing styles as a method to enhance their Chinese look at examples of each from cultures and traditions of many kinds, writing skills. To gain a better understanding of the aesthetic with a strict vow not to appropriate these forms but rather, as a way standard, oriental philosophy and oriental painting, students to develop our own questions about what these spaces might be examine ways Chinese poetic artistry, i.e. poetry, calligraphy for. What do they need? What do they require? What do they and painting, are interrelated in the Asian traditions. We look at discharge? What kinds of images do they precipitate that were modern Chinese and Japanese brush art work and the interaction never seen before? How can writing and performance be the between the West and the East. Workshops begin with a light places where we develop or retain a memory of these images? qigong standing meditation every week. Materials fee. Crosslisted Our work together this semester will unfold in the axial space as ART281. between spirituality and art, with a focus on our own art-making, writing, and performance. ART583 Traditional Chinese Brushstroke III (3.0) ART499 Based on skills learned in Traditional Chinese Brushstroke II, Independent Study: Visual Arts (0.5-4.0) students continue their exploration of the history, origin and This course offering is an opportunity for students to engage in in- construction of the Chinese characters. Students delve further depth, concentrated study with a particular faculty member for into the five calligraphy-writing styles as a method to enhance a semester. The design of study and course work are decided their Chinese writing skills. To gain a better understanding of the upon by the student and faculty member. Independent Studies will aesthetic standard, oriental philosophy and oriental painting, count for a standard 3 credits. If a variable credit (0.5 - 4 credits) students examine ways Chinese poetic artistry, i.e., poetry, Independent Study is desired, a student must receive additional calligraphy and painting, are interrelated in the Asian traditions. approval. See the Independent Study Application for further details. We look at modern Chinese and Japanese brush artwork and the interaction between the West and the East. Workshops begin ART500 with a light qigong standing meditation every week. Materials fee. The Contemplative Artist (3.0) Cross-listed as ART581. At the very heart of the word contemplative is the activity of observing, seeing. Contemplative, originally a term of divination, ART690 meant an open space marked out for observation. Contemplate Special Topics in Visual Arts (3.0) implies attentive and meditative observation. Through mindfulness The Special Topics seminar investigates the applications of theories meditation, studio assignments and selected readings, students and methods of Visual Arts specific to historical, critical and explore a cosmology of art; how art arises; how seeing occurs, theoretical contexts. Specific topics are announced the semester this literally and poetically; how people navigate and appreciate the course is offered. The seminar is open to advanced undergraduate world through sense perceptions and how perceptions are affected and graduate students. Materials fee. Cross-listed as ART490. by culture; and how these two streams of the personal and the public join in an individual's aesthetic sense and artistic statement. Cross-listed as ART200. Materials fee.

ART581 Traditional Chinese Brushstroke (3.0) Brushstroke class focuses on learning how to cultivate the inner Qi, or energy, through the practice of brush calligraphy. The history of Oriental calligraphy and culture is studied. We focus on the

87 Naropa Course Catalog 2019—2020