FINDING THE SAGE WITHIN: TEACHERS’ EXPERIENCES USING MEDITATION AND MOVEMENT PRACTICES A Dissertation Presented by Deborah Lynn King to The Faculty of the Graduate College of The University of Vermont In Partial Fulfillment of the Requirement for the Degree of Doctor of Education Specializing in Education Leadership and Policies Studies March, 2005 Accepted by the Faculty of the Graduate College. The University of Vermont, in partial fulfillment of the requirements for the degree of Doctor of Education, specializing in Education Leadership and Policy Studies. Dissertation Examination Committee: _______________________________ Advisor Jill Tarule, Ed.D. _______________________________ Katharine Furney, Ed.D. _______________________________ Charlie Rathbone, Ph.D ________________________________ Chairperson Jeanne Shea, Ph.D. Vice President for _________________________________ Research and Dean Frances E. Carr, Ph.D. of the Graduate College Date: October 7, 2004 Abstract The life of a teacher is complex, demanding, rewarding and at times, heart breaking. The role of a teacher extends far beyond instructional responsibilities, and enters the realm of nurse, counselor and surrogate parent. Teachers rely on various knowledge sources, personal values and belief systems to guide them through the myriad of decisions they are required to make each day. These decisions may conflict with student or parental values and beliefs, education reform efforts, or the school administrator’s agenda. Little attention is paid to how these external events impact the emotional, mental, physical and spiritual life of a teacher. The premise of this dissertation is that humans are energetic beings whose lives are influenced by the “qi” energy that flows within and around them. An individual’s qi energy can be increased or decreased according to how a person lives their life. The profession of teaching is all-consuming. Little time is provided to attend to the holistic self. To maintain strong qi, individuals must attend to the whole self, to their mind, body and spirit. Stress depletes a teacher’s mind, body, and spirit of energy. To further complicate these matters, teachers are not aware of self-healing practices that are known to increase energy, decrease stress and tension, and balance the mind, body and spirit. This qualitative phenomenological study examined the professional and personal experiences of 7 rural and urban public school educators. These teachers were instructed in a variety of mind/body/spirit techniques and exercises for a total of six bi-weekly, 2 ½ hour sessions. They learned self-healing techniques such as acupressure, deep breathing, visualization and practices such as meditation, intent, Tai Ji Quan, and Qi Gong. The educators included 20 minutes of meditation practice and 20 minutes of movement exercises in their daily routine for two months. Data was gathered from pre and post study interviews, field notes and participant journals. This study identified three domains of knowing that influenced this group of teachers' beliefs and values- Folkway, Formal and Multi-Dimensional Knowing. Mind/body/spirit practices helped this group of teachers become Multi-Dimensional Knowers and understand their emotional, contemplative, artistic/creative and spiritual selves more deeply. The study also found that the regular use of mind/body/spirit techniques and exercises provided teachers with the ability to transform destructive emotions into energy that was less destructive on the mind/body/spirit and to become more effective at managing stress in their lives. Dedication This dissertation is dedicated to my mom, who always believed in me and taught me to believe in myself and to my dad, whose deep philosophical wisdom and gentle way continues to influence and shape who I am and who I want to become. When I am on shaky ground, they stabilize me. When I test boundaries, they hold the safety rope. When I am left bruised by life, they comfort me. They celebrate my small accomplishments and have given me confidence to attempt more difficult ones. They are my roots and source of strength. They know how to live life according to their hearts and convictions and taught me this lesson well. Through their guidance, wisdom, trust, acceptance and unfaltering love they have taught me to be content with myself and my life. They continue to work hard, live honestly and celebrate living. They are everything I aspire to be. I completed this dissertation just in time for my father’s birthday. Happy Birthday Dad! ii Acknowledgements Throughout this academic period of my life, I often wondered how or why I came to this point. My life has never been well laid out and neatly planned, but more like a rambling network of paths that have presented me with many options and opportunities. The paths on my life’s journey have been slow and meandering as well as steep and jarring. I stumbled and soared and lost and reclaimed myself along the way, but I never felt alone. Trust was always with me. I trusted my heart, my head, myself and humanity. This trust in humanity developed as a result of all the wonderful people I have met along my life’s journey who were kind and trustworthy. I would like to thank the people who have traveled on this dissertation path with me and, once again, affirmed my faith in humanity. First I would like to thank Dr. Wang JueFei, the Director of the UVM Asian Studies Outreach program, for taking a chance to hire someone who had the desire to learn about Asia but little firsthand knowledge of this part of the world. Through my work, I was introduced to eastern philosophy, religion, and traditional Chinese medicine. This career has offered me different ways of seeing, knowing, and experiencing the world. The teachers who devoted their time and energy to this study receive a BIG thank you. Without them and their willingness to openly share their experiences, this study wouldn’t have been possible. I enjoyed every meeting session because of the wonderful energy each of these teachers brought to the group. I will miss our time together. I am grateful to both Jeanette Moy and James Lovejoy who unselfishly donated their time and expertise to introduce mind/body/spirit practices to the group. They helped us all become more aware of our own qi or energetic life force and learn ways to correct imbalances within our systems. Their clear instructions and gentle, patient manner made learning mind/body/spirit practices and exercises fun and relaxing. They are true healers! To my son Jeremiah, I give a big bear hug for all the great dialogues we had about mind/body/spirit practices. He always had just the right book or article ready to share with me when it was needed and pulled me through writer’s block by listening. To my son Jesse, I give another big bear hug for dutifully reading and editing my first dissertation draft, critiquing my diagrams, and donating his artistic and computer technology skills to the cause. My husband Gary, who never complained about being left alone many evenings while his wife spent hours in classes, doing coursework, or writing this dissertation also receives a thank you. His donation of several years of cooking meals and cleaning the house to this effort has not gone unnoticed or unappreciated. To Dr. Corrine Glesne, a former professor, mentor, and advisor, who I will forever be indebted for the hours she spent quietly listening to me brainstorm my list of research ideas and methods while gently probing to understand and clarify what I really wanted to study. Lastly, thanks to my committee members for their assistance and flexibility and my advisor, Dr. Jill Tarule, who always seemed to know when to ask the right questions to refocus my research. She always made me think more deeply about the data and its meaning. The endurance and patience she demonstrated while I struggled to get my arms around this topic was admirable. Most importantly, I appreciate her constant, gentle reminders to continue to honor and include my voice in academic writing. iii TABLE OF CONTENTS Pg Dedication…..…………….……………………………………………………………….ii Acknowledgments.…….…………………………………...….…………………………iii List of Figures………………………………………………………………………........vii CHAPTER ONE: WHEN OUR HEARTS BREAK, OUR SOULS BREAK……...1 Background and Questions Addressed in This Study………………………………...…. 6 Pilot Study......................................................................................................................... 6 Research Topic................................................................................................................10 Questions Addressed in the Study...................................................................................11 CHAPTER TWO: LEARNING FROM THE LITERATURE................................. 12 Teaching and Stress........................................................................................................13 The Types of Mind/Body/Spirit Practices that Could Benefit Educators....................... 18 Challenges or Barriers Educators Face.......................................................................... 23 Summary of the Literature............................................................................................. 24 CHAPTER THREE: PLANNING THE JOURNEY ..................................................26 Rationale.........................................................................................................................26 Research Methods...........................................................................................................27