Page 6 - GlobeStarNAVIGATOR_Spring 2014

THENAVIGATOR SPRING 2014
Volume 8, Spring Issue

From the Executive Director...Journeying with Gentle Teaching

(continued from page 3)

one’s interdependence and establishes the In our role of companionship, how do we

central context for one’s existence. A person can continue to do this without letting subtle,

now identify his ‘place’ and expand from here, personal agendas blur our perspective? We gain

being centered in his life. Like water on the clay clarity by working with the model, the

of a potter’s wheel, belonging shapes the constructs of the framework. Actively engaging

becoming of oneself, as the thought-forms in the reflective, learning processes, the

develop and become forged through trusted framework guides us in how to follow the lead

relationships, wherein one is able to identify and assist in planning, forming engaging

himself in relation with another and then with dialogue and evaluating quality. This conscious

others in the community.
work also creates the underpinning for ‘full

integration’ that we discuss, referring to

The integration of new moral memory and
Bennett’s model of cultural competency (‘the
meaningfulness reflect the Gentle Teaching
process by which people learn to value and
learning and transformational

processes of one’s growing and

‘becoming’ a more authentic

version of themselves.

While steps and stages of

development can provide

indicators that help to guide the

use of our person-centered

planning, personal teaching

plans, quality of life plans, etc.,

tools for sustaining the learning

environment and maintaining a

culture of gentleness for one’s

life, the moments of teaching and

being together, learning together

and community-centered

celebrating is very much about

the present. ‘NOW’ is the time
respond respectfully to people of all cultures’).
that we invite one to come to know their true
As Gentle Teaching continues, we observe and
place, to encourage one’s becoming able to learn
ask the questions of ourselves and in dialogue
feelings and come to know where and with
with each other, ‘what is coming forth from this
whom (s)he belongs.

(continued on p.7)

PAGE 6