The cutting edge of neurolinguistics meets the spiritual wisdom of the ages in a handbook of key words that literally rewire our brains. New discoveries in biology and the neurosciences are revealing how the structure of language-the words we think and speak-can actually change the way the neurons in our brains and hearts connect. But our ancestors understood this connection intuitively, thousands of years ago. They created specific word-patterns to provide comfort, healing, strength, and inner power in difficult times, and they encoded these powerful words in prayers, chants, mantras, hymns, and sacred writings to preserve them for future generations. Now beloved teacher and thought leader Gregg Braden cracks the code and puts these powerful words in your hands. Perfect as a pocket guide, a reference for spiritual study, or a gift to someone you love, this elegant, compact book contains Wisdom Codes that cut to the core of life's greatest tests, most challenging demands, and hardest lessons. You'll find chapters devoted to healing from loss and grief, facing your unspoken fears, finding certainty in the face of uncertain choices, and finding forgiveness, as well as ancient parables that offer a "fast track" to unraveling life's deepest mysteries. Each Wisdom Code-distilled from a quote, a scripture passage, or a parable-is accompanied by a brief discussion of what the code means, why it's important, and how to apply it in your life.
We are in the midst of a global crisis. This is not just danger: it is opportunity. With the new spirit arising in national and international politics, we can join together and seize the opportunity to create a better world. To sit with folded hands, waiting for the crisis to take its course is to entrust our destiny to the vagaries of fortune. To go back to where we were is not advisable, and may not even be possible. But attempting to go forward is a realistic task. The outcome of the global crisis is not foreclosed; it is sensitive to our intentions, actions and aspirations. The global crisis may prove to be a blessing in disguise. We have to cope with its dangers, but we can seize the opportunity it offers for creating a more united and sustainable world for ourselves and our children. The Worldshift Manual presented in this book is a practical guide to build a better world. It tells us how we can build it, and what the role of each of us is in building it. This is essential information in these critical times. "How We Can Build a Better World: The Worldshift Manual is a perfect blend of rock-solid science, spiritual philosophy and common sense woven into a practical guide to life in the post-pandemic world!" --Gregg Braden, author of The Wisdom Codes
This study is an investigation of some of he similarities and differences between Novice and Master science teachers. The research focused on Novice and Master teachers' personal theories of learning as revealed through their perception and interpretation of a videotape of a teaching episode. The teaching episode was selected to illustrate teaching practices consonant with constructivist learning theory. Participants' interviews, during and following the video-clip, provided the sources of data. I transcribed all the interviews and analyzed them using both deductive and inductive analysis tools. Category development proceeded using both open-coding, for data-driven category development, as well as anticipated categories drawn from the three theoretical frameworks. Anticipated categories were drawn from research studies of teacher expertise, from the teacher development literature, and from cognitive science expert/novice research. Qualitative data analysis methods were used to determine Novice and Master teachers' perceptions and interpretations of the video-clip. The Novice teachers were pre-service science teachers. Some had completed student teaching and some were about to student teach. The Master teachers were Nationally Board Certified science teachers. The Novices were students in a reform-based teacher education program. They have had a variety of experiences with contemporary methods of instruction, but from this research, appear to straddle both a traditional approach to learning and a more constructivist approach. For both the Novices and the Master teachers, the best indicators of their personal theory of learning lies with the role they see for the teacher in the science classroom, the degree of responsibility for learning that is placed on students, and the role student misconceptions play in teaching and learning science.