丁香园AV

Master鈥檚 Theses鈥擲enior Supervisor (丁香园AV)

Voulgaris, M. A. (2022). Beyond mindfulness Mondays in high schools: An emergent mindfulness practice towards embodied wisdom.

Grunbaum, C. (2020). Development of an integrated heuristic model of shame-rage cycle: A narrative review with implications to case formulation. https://summit.sfu.ca/item/20029

Santilian, R. (2018). The discovery of the transcendental man: An introduction to the age of knowledge by S. Raynaud de la Ferriere and its application in education.

Chadha, A. (2018). Building a contemplative classroom for students with anxiety

Marshall, D. (2016), The question of morality in the context of faith and reason

Hauka, D. (2010), Drinks at Plato鈥檚: Creating a contemporary symposium. Note: D. Hauka was a MA student in Graduate Liberal Studies Program in Humanities

Moran, A. (2004), Philosophy as pedagogy

Telfer, S. (2004).  Sweet milk years embrace us: An embodied ethics of care

Gamini, R. (2004), Uncovering the self: An introspective approach through ethica living, mindfulness, and experiential knowledge

Miner, K. (2004), Taoist pedagogy for education

Banack, H. (2004), The question is the answer: An interrogative exploration of life, education and schooling

Andersen, C. (2003), Teaching students how to care:  An analysis of care practices through activity theory

Cameron, D. (2003), The gentle art of mindfulness in Buddhist psychology and embodied psychotherapies

Frost, L. (2003), The paradox of caring professions

Aebi, R. (2001), Beyond the malaise of postmodernity: The role of art to essential meaning

Jaltema, E.S. (2002), Leading students towards caring and moral wisdom in an elementary school classroom: Theory and enaction

Beck, K. (2001), An ethic of inclusion for international education: A response to globalization

Mirisse, D. (2000), Stress reduction for youth through mindfulness and loving-kindness meditation

Klassen, L. (2000), Education that nurtures the soul: Arts as the nutrients

Rasmussen, D. (1999), 鈥淭he queen wishes her red children to learn the cunning of the white man:鈥� The myth of educating Inuit out of 鈥漰rimitive childhood鈥� and into economic adulthood

Wereley, R.L. (1998), Agency, ideology, and education: An interpretation

Master's Student Supervison (丁香园AV)

I have served as Program Coordinator for MA, M.Ed., and Instruction in Inclusion and Diversity programs from 1996 to 2001, during which I coordinated approximately 75 students and supervised the comprehensive exams of over 30 Master鈥檚 students.

External Examiner in PhD and EdD Oral Examinations (in Canada)

• Ahmed, M. M. (2024). Three tales in journey towards wisdom: Decolonial impetuses in social innovation. University of Waterloo.
• Adam, M. (2021). Finding the self that teaches: A co-active coaching approach to mindful practice and wellbeing in education. Ontario Institute of Studies in Education, University of Toronto, ON
• Latremouille, J. (2019). Teachers as eco-intellectuals: Cultivating miyo pimatisiwin. University of Calgary, Alberta.
• Phaetthayanan, S. (2019). How to work wisely: Work wisdom arising from three dimensional mindfulness. Ontario Institute for Studies in Education, University of Toronto, ON.
• Bliss, S. (2019). Interconnections between self and others: Building an ethical foundation for a mindful model of spatial literary. York University, Toronto, ON.
• Wu, B. (2019). Poetic inquiry: My journey in language. Department of Language and Literacy, University of British Columbia, BC.
• Ward, M. (2018). Secret history of listening. La Trobe University, Victoria, Australia.
• Eaves, N. (2018). Rising waves, breathless wind, Lacan, Zen and adolescence: Illuminating Sunyata in the dualism of education. School of Humanities, Curtin University, Western Australia, Australia
• Rankin, T. (2017). Re-authoring empathy: Constructing narratives of empathic understanding and engagement in higher education. Ontario Institute for Studies in Education, University of Toronto, ON.
• Kahil, R. (2017). The complexities of 鈥榮hame鈥�: An exploration of human connection. Ontario Institute for Studies in Education, University of Toronto, ON
• Espinoza, M. (2016). Language 'as' element: The sentiment registers of communicative practice. Curriculum Theory and Implementation (EDUC).
  
• Leahy, B. F. (2016). Building self-compassion in adolescents through a mindfulness program. University of Calgary, Canada.
• Sharma, R. S. (2016). Canadian youth yogis using yoga to manage stress: A narrative inquiry with decolonizing methodologies. Graduate Program in Education (GPE), York University, Canada.
  
• Waddington, T. (2015). Chasing the existential ironic. Curriculum Theory and Implementation (EDUC).
• Nicholson, V. (2015) Pedagogic moments: Adventures in relatedness, touch and tact. School of Education, Curtin University, Western University.
  
• Motha, J. (2015). Meditation and holistic contemplative pedagogy: An exploration of the relationship of five teachers鈥� meditation practices to the pedagogical process. Ontario Institute for Studies in Education (OISE), University of Toronto.
• Wortherspoon, B. (2014). Perceptions of inseparability: A heuristic response to Thomas Berry鈥檚 call for connection. Department of Educational Administration, Faculty of Education, University of Saskatchewan.
• Morgan, P. (2013). Learning feelings: Foundations of contemplative education. School of Humanities and Languages, Faculty of Arts and Social Sciences, University of New South Wales, Australia.
• Metcalfe, B. (2012). Pedagogy of mythos. Department of Humanities, Social Sciences and Social Justice Education, University of Toronto.
• Irish, E. (2010). The deep slumber of decided opinion: How teachers and school administrators understand controversial issue policy. Department of Theory and Policy Studies, Ontario Institute for Studies in Education, University of Toronto.
• Batacharya, S. (2010). Life in a body: Counter-hegemonic understanding of violence, oppression, healing and embodiment among young South Asian women. Department of Adult Education and Community Development, Ontario Institute for Studies in Education, University of Toronto.
• Yu, A. (2008). Relational structures among worldview, self-view, moral inclusiveness, and moral orientation: A holistic and complementary perspective. Department of Educational, Counselling Psychology, and Special Education, University of British Columbia.
• Beeman, C. (2006). Another way of knowing and being: Opening attentive receptivity and meander-knowing through reading Spinoza and Heidegger in the company of elders. Faculty of Education, Queen鈥檚 University.
• Kim, S. (2006). The task of education in global times: An inquiry into the seventh national curriculum in Korea. Department of Secondary Education, University of Alberta.
• Foster, C. R. (2006). The ethical teacher: A case for dialogical resistance. Department of Theory and Policy Studies in Education, OISE, University of Toronto.
• Parsonson, J. (2004). Present moments, present lives: Teacher transformation through art-making. Faculty of Education, Queens University.
• McArthur-Blair, J. (2004). The inner life: A conversation with educational leaders. Department of Educational Studies, University of British Columbia.
• Feng, F. (2003). Between immediacy and reification: Quotidian pedagogy, narrative, and recovery of language and meaning in nature. Centre for the Study of Curriculum and Instruction, University of British Columbia.