WORKSHOPS 

The way of the Kabbalist ‘In seeking Wisdom, the first stage is silence, the second listening, the third remembrance, the fourth practising, the fifth teaching’ - Rabbi Solomon ibn Gabirol, 11^th century (a philosopher, a poet, a Kabbalist, a prolific writer and a mystic). It will be shown in this workshop how the model outlined above can be applied in the classroom by making use of storytelling in the form of an information gap activity.

ETPD, another acronym, but what does it stand for? The only way to find out is by attending the session. However, without giving too much away, what can be said is ETPD represents a shift in instructional strategy, from the way things have traditionally been done. One of the ways it can be applied in the classroom is through storytelling, which is what this workshop will focus on. And what is guaranteed is that you will leave at the end of it not only with material you can make use of in class that requires no preparation but also, hopefully, with increased self-knowledge.

The Lesson as a Ceremony A tripartite ritual framework was explicated by Arnold van Gennep in 1909, consisting of separation from everyday life, the ritual proper, and then reintegration back into everyday life. The model was later developed further by Victor Turner (1969). Cahill and Halpern (1991) also suggest there are three distinct stages in ceremony which need to be honoured for the experience to touch us deeply - Severance, entering Sacred Time & Space, and Reincorporation. This workshop will show how the model can be used in the classroom through the use of storytelling.

Working with Wisdom Tales According to educational psychologist Howard Gardner, in his book Leading Minds, what makes a leader is the ability to tell a compelling story that resonates with the audience. Such stories can broaden our horizons, connect us to a vision and provide an overarching narrative for our journeys through life. All the major religious traditions have made use of metaphorical stories to communicate their teachings as they have long been recognised as a means of bypassing the set attitudes and limitations of the conscious mind. Stories not only entertain; they can also alter our experience so as to facilitate growth and change and the stories that will be presented in this session have all been chosen with this aim in mind.

Developing Emotional Intelligence The ability to respond effectively to potential conflict is known as emotional intelligence and includes the personal intelligences proposed by Gardner in his theory of MI. According to Salovey and Maher, who first coined the phrase, Emotional Intelligence involves knowing your emotions, managing your emotions, motivating yourself, recognizing emotions in others and handling relationships. Activities designed to cater for all five of these domains will be presented in this session, preceded by an overview of the theory.

Once upon a Story Since stories first began being told, one of the methods of passing on a culture’s teaching has involved a student sitting at his teachers feet and listening to the tales that teacher had to tell of times and people gone by. The stories of early India, the Greek fables, Taoist, Zen, Sufi and Hasidic tales are all examples of trying to pass on not just a cultural tale but a valuable lesson as well. Several such stories will be presented with follow-up activities and hand-outs will be provided with detailed lesson plans and worksheets.

Sit back, relax (more or less), and let the learners do all the work In this workshop, techniques will be demonstrated that can be used when storytelling to ensure that the learners take an active part in the session and that you, the teacher, don’t end up having to do all the work. The intention is to make sure that you will be able to go home at the end of it with material that requires next to no preparation that you can then use with your own classes. No theory this time, just an hour packed with practical stuff.

TALKS

The Shamanic Story: A Georgian Example (Religious Studies) In view of the way that the definitions of traditional story types tend to overlap – epics, myths, fables, folktales, fairy tales - a case can be made for the introduction of a new genre of tale, the shamanic story, which is either based on or inspired by a shamanic journey (a numinous experience in non-ordinary reality) or contains a number of the elements typical of such a journey.  It will be shown how the Georgian folktale Davit, which features shape-shifting and a journey to the Upper World, provides an example of just such a story.

What is shamanic counselling and how much is it worth? (Religious Studies) What is shamanism and can it be classified as a religion? What is core shamanic counselling and what services do its practitioners offer? Should it be charged for? Can a price be put on spiritual goods or are they priceless? This paper will attempt to provide answers to these questions, in part through the use of storytelling.

The Shamanic Story: An Armenian Example (Religious Studies) In view of the way that the definitions of traditional story types tend to overlap – epics, myths, fables, folktales, fairy tales - a case can be made for the introduction of a new genre of tale, the shamanic story, which is either based on or inspired by a shamanic journey (a numinous experience in non-ordinary reality) or contains a number of the elements typical of such a journey.  It will be shown how the Armenian folktale The Fair Maiden Sunbeam and the Serpent Prince, which features shape-shifting, descent to the Lower World, a meeting with a spirit helper, and an ordeal by water representing a form of initiation, provides an example of just such a story.

Soul Retrieval via the Internet - Bringing Keti Back from the Land of the Dead (Religious Studies) Soul loss is the term used to describe the way parts of the psyche become detached when we are faced with traumatic situations. In psychological terms, it is known as dissociation and it works as a defence mechanism, a means of displacing unpleasant feelings, impulses or thoughts into the unconscious. In shamanic terms, these split off parts can be found in non-ordinary reality and are only accessible to those familiar with its topography. Soul retrieval entails the shaman journeying to find the missing parts and then returning them to the client seeking help. This paper consists of an account of a soul retrieval that was carried out over the internet to bring my partner Keti out of a coma.

Michael Berman BA, MPhil, PhD (Alternative Medicines) works as a teacher, writer, and Core Shamanic Counsellor. Publications include A Multiple Intelligences Road to an ELT Classroom and The Power of Metaphor for Crown House, and The Nature of Shamanism for Cambridge Scholars Publishing. Books due to be published in 2008 include Soul Loss and the Shamanic Story and Divination and the Shamanic Story by Cambridge Scholars Publishing, and Tell Us A Story (a resource book for teachers) by Brain Friendly Publications. Michael has been involved in teaching and teacher training for over thirty years and has given presentations at Conferences in more than twenty countries.  Contact: Michaelberman@blueyonder.co.uk