Relevant bibliographies by topics / Journey to wholeness

Academic literature on the topic 'Journey to wholeness'

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Published: 27 July 2024
Last updated: 29 July 2024

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Journal articles on the topic "Journey to wholeness"

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Wright, Kathleen M. "Journey to Wholeness." Journal of Christian Nursing 30, no. 2 (2013): E1—E3. http://dx.doi.org/10.1097/cnj.0b013e3182883ec0.

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Buechner, Frederick. "Journey Toward Wholeness." Theology Today 49, no. 4 (January 1993): 454–63. http://dx.doi.org/10.1177/004057369304900402.

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“All his life long, wherever Jesus looked he saw the world not in terms simply of its brokenness—a patchwork of light and dark calling forth in us now our light, now our dark—but in terms of the ultimate mystery of God's presence buried in it like a treasure buried in a field. … To be whole, I believe, is to see the world like that. To see the world like that, as Jesus saw it, is to be whole. And sometimes I believe that even people like you and me see it like that. Sometimes even in the midst of our confused and broken relationships with ourselves, with each other, with God, we catch glimpses of that holiness and wholeness that is not ours by a long shot and yet is part of who we are.”
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Williams, Patti. "Healing the Grieving Heart: A Journey Toward Wholeness." Creative Nursing 24, no. 2 (June 2018): 133–36. http://dx.doi.org/10.1891/1078-4535.24.2.133.

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We are usually drawn to what we love and need. This article describes how the author’s life experiences and her participation in grief counseling helped her find a calling helping others on their journey through the grief process, toward healing.
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Campbell, Constance R. "On the journey toward wholeness in leader theories." Leadership & Organization Development Journal 28, no. 2 (March 13, 2007): 137–53. http://dx.doi.org/10.1108/01437730710726831.

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Naytowhow, Joseph, and Elise Kephart. "Joseph Naytowhow: waniskâ “Wake up!” to Wholeness through nêhiyawîhtwâwin." Genealogy 5, no. 2 (March 25, 2021): 30. http://dx.doi.org/10.3390/genealogy5020030.

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In this article, the authors present the teachings of nêhiyaw (Cree) Emerging Elder and Knowledge Keeper Joseph Naytowhow. In a celebrated nêhiyaw (Cree) fashion, storytelling and language are used as examples of a non-linear and sometimes complicated journey back to self, culture, nature and healing. Against the background of being kidnapped, imprisoned in a religious institution, and robbed of all-things nêhiyaw (Cree), this article offers a sense of Joseph Naytowhow’s journey back to intimacy, love, and affection which aids in one’s search for emotional safety. Joseph utilizes nêhiyawîhtwâwin (Cree worldview and culture) knowledge tools such as dreaming to aid in his journey back to nêhiyawîhtwâwin (Cree culture) and nêhiyawêwin (Cree language). From a residential school internee to a leader and emerging Elder, he notes the importance of mentors in a relational approach to healing. This article provides an invitation through “the sunrise song” to “Wake up!” and create a more respectful and reciprocal world of internal wholeness.
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Willetts-Bloom, Marion C., and Betty Jean Lifton. "Journey of the Adopted Self: A Quest for Wholeness." Family Relations 44, no. 2 (April 1995): 224. http://dx.doi.org/10.2307/584814.

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Harris, Margaret T. C. "Aging Women's Journey Toward Wholeness: New Visions and Directions." Health Care for Women International 29, no. 10 (October 6, 2008): 962–79. http://dx.doi.org/10.1080/07399330802269659.

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Donorfio, Laura. "PEDAGOGY OF AGING: A JOURNEY TOWARD AUTHENTICITY AND WHOLENESS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 169. http://dx.doi.org/10.1093/geroni/igac059.672.

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Abstract Innovation in gerontological education has been a driving catalyst since the beginning of my career over 30 years ago. While sometimes seen as a curse, this catalyst has shaped my teaching pedagogy in unimaginable ways. Examples include field trips with 40+ students, developing an aging toolbox for students to make the material more concrete, creating a new interactive television teaching platform over multiple university campuses, developing experiential curriculum and an undergraduate minor in aging, and proudly, developing AGHE’s first teaching institute now in its 11th year. Unexpectedly, at this stage of my career, I have become very aware that my teaching about aging has intersected with my personal aging, shaping my personal pedagogy in profound ways--increased empathy, sensitivity, and social awareness. I am living the subject matter I thought I intimately knew. I am the other. Has my teaching been inauthentic? Hypocritical? Ageist? Please join me for a healthy discussion on how this insight can be leveraged to teach the next generation of aging scholars.
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Greenwood, Tracey C., and Teresa Delgado. "A Journey Toward Wholeness, a Journey to God: Physical Fitness as Embodied Spirituality." Journal of Religion and Health 52, no. 3 (October 18, 2011): 941–54. http://dx.doi.org/10.1007/s10943-011-9546-9.

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Ayuningtyas, Hendarti Azizah, and Rahmawan Jatmiko. "The Heroine’s Journey towards Wholeness as Seen in Margaret Atwood’s Surfacing." Lexicon 9, no. 2 (October 1, 2022): 107. http://dx.doi.org/10.22146/lexicon.v9i2.72944.

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This study discusses the psychological journey of the female heroine in Margaret Atwood's Surfacing. This paper applies the psychological approach since it is believed to be the most suitable approach to analyze the process of the heroine’s journey towards wholeness. It aims at analyzing the process of individuation which occurred in the main plot of the novel as well as the characteristics of the process on the heroine’s personal quest. The portrayal of the individuation process is identified through the theory of individuation proposed by Charles Gustav Jung which discusses the process of the individual’s development towards a psychological completeness. In order to support the analysis, library research was conducted alongside the novel itself as well as the supporting articles from any reliable websites. The result shows that the heroine’s journey can be translated as Jungian’s theory of individuation as there are six characteristics of the process of individuation found within the story. Furthermore, there are five stages occurred in the heroine’s journey, namely the recognition of the persona, the assimilation with the shadow, the confrontation with the animus, and lastly the appearance of the Self that leads the heroine towards psychological wholeness
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Dissertations / Theses on the topic "Journey to wholeness"

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Clark, Diane Lynne Elder. "Tearing the veil, a poetic journey toward wholeness." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0023/NQ48809.pdf.

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Anderson, Deanie. "Re-membered by Gaia, an ecological journey to wholeness with Demeter, Persephone and Hecate." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ65177.pdf.

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Theriault, Brian, and University of Lethbridge Faculty of Education. "The non-dual experience : a phenomenological hermeneutic investigation of the seeker's journey towards wholeness." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2005, 2005. http://hdl.handle.net/10133/290.

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This thesis examines the psycho-spirtual transormations of the journey towards Wholeness. Two questions presented themselves asking "What are the actual themes that emerge from the stories of those on a journey" and "What are the transformational experiences encountered along a journey towards Wholeness?" A phenomenological hermeneutic research format was used to investigate and understand the particular themes that emerged from the co-researchers stories. This methodology allowed the researcher to approach the phenomenon being investigated with respect and sensitivity in honouring the actual lived experiences of the co-researchers. Under this framework, research interviews were conducted with nine co-researchers; seven men and two women, which produced a set of narratives depciting the lived experiences of those on a journey towards Wholeness. Through a hermeneutical analysis of the deep meanings embedded within each narrative a collection of sub-themes were arranged and from them nine major themes emerged. They included: 1) vulnerable beginnings, 2) a journey into the unkown, 3) journeying through relationships, 4) a turbulent encounter with ourselves, 5) the guru-disciple relationship, 6) exposing the root of suffering, 7) the end of seeking, 8) radical understanding, and 9) luminous impersonal existence. A summary of the findings was provided along with a look at the limitations of this study and the implications this study has in the counselling relationship. It is clear that the powerful experience of letting go to separate self existence, conventional notions of space and time, and the journey altogether leads to the understanding of Wholeness right here, right now.
vii, 177 leaves ; 28 cm.
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Lewis, Lisa, and University of Lethbridge School of Health Sciences. "Tantric transformations, a non-dual journey from sexual trauma to wholeness : a phenomenological hermeneutics approach." Thesis, Lethbridge, Alta. : University of Lethbridge, School of Health Sciences, 2007, 2007. http://hdl.handle.net/10133/556.

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This thesis explores the Tantric transformational journey from sexual trauma to wholeness. The research question offers to explain, “What are the experiences of women who have experienced sexual trauma and have embraced the non-dual path of Tantra as a transformational journey to wholeness?” A phenomenological hermeneutic method of study was used to investigate and understand themes that surfaced from the coparticipants narratives. The narratives were gathered from research interviews that were conducted with the six co-participants. From these interviews, thirteen themes emerged. The following themes are: 1) discovering sexuality, 2) trauma: splitting the soul in two, 3) the betrayal bond of trauma 4) from betrayal by others to the betrayal of self, 5) befriending the self, 6) sacred spot healing, 7) releasement: a catapult into presence, 8) saying ‘yes’ to pain, saying ‘yes’ to pleasure, 8) embracing the open sky of awareness, 9) the power of presence in the here and now, 10) total freedom in the always, already, available ‘now’, 11) sublime and mundane: merging into oneness, 12) non-dual: vastness of oneness 13) suchness of life. Finally, a summary of findings as well as limitations of this study and the implications of counselling are discussed.
viii, 175 leaves ; 29 cm. --
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Gaetz, Cindy L. "Transforming the deep past : a phenomenological hermeneutic investigation of the journey through healing trauma and the quest for wholeness." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013, 2013. http://hdl.handle.net/10133/3358.

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A phenomenological-hermeneutic method of research was employed to determine the nature of the lived experiences of adults as they transformed past-life trauma into wholeness in this life and the associated meanings attached to these experiences. Upon completion of the analysis, five distinct parts and 16 themes emerged. The themes illuminate the significance of childhood developmental trauma on the developing ego; the resulting splits of self; and the impact and manifestations of rejection, neglect, isolation, and abandonment within all life stages. Also illustrated is the journey through the healing of past-life and current-life trauma and the embracement of the non-dual path. The findings of this study appear to indicate that past-life regression and the non-dual perspective are beneficial healing paradigms for individuals who have experienced physical, sexual, and emotional trauma during childhood development. Keywords: healing, past-life, past life, regression, non-duality, nonduality
x, 217 leaves ; 29 cm
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Leighton, Hilary. "Wild (Re)turns: Tracking the Epistemological and Ecological Implications of Learning as an Initiatory Journey Toward True Vocation and Soul." Thesis, 2014. http://hdl.handle.net/1828/5674.

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Many people in Western culture experience systemic separation from an intimacy with the natural world and as a result, suffer a disconnection from their own natures. As an educator, my interest in the epistemological and ecological implications of nature-based, reflective learning as a form of initiation into maturity and calling led me to explore how education might create the conditions for consciously turning around the whole human with potential for turning around the whole world. Drawing from insights and wisdom from depth psychology, ecopsychology, mythology, philosophy, the poetic traditions, literature, spiritual practices, and curriculum studies, and by adopting Jung’s psychology of individuation as a theoretical backbone for this body of work, I sought to fully flesh out and discover how we might reclaim and embody our original human wholeness (our individuated natures), and how education might be a catalyst for this. I have organized this study in such a way as to align with three central themes found universally in all rites of passage and that mirror my own heuristic research journey, namely: the separation, the threshold experience, and the return. In the separation stage, I offer an historical perspective for much of Western culture’s current incongruence with nature. In addition, I provide a critique of how contemporary educational practices with their overt focus on profit-making and careerism further reinforce this dualistic thinking. As a counterbalance, at midpoint of this study, I set forth on my own deep phenomenological threshold-crossing immersions into nature. This research became, in effect, a (re)search of self where surprisingly more of my own calling was revealed to me through the hermeneutics of powerful, wild teachings. At the conclusion, as I (re)turn “from the woods”, my findings are shared (in part) as pedagogical examples of life-enhancing, less codified and embodied practices designed with the whole person—body, mind, and soul—(and earth), in mind that may support students (and teachers) in discovering their particular and deeply fulfilling ways of belonging to and contributing toward a living ecology. A symbolic artifact (a ‘body’ of work) accompanies and completes this work (Figure 3).
Graduate
0727
0525
0534
hilaryjl@telus.net
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Neves, Ana Cristina Trindade. "A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum." Thesis, 2009. http://hdl.handle.net/1807/18107.

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This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
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Books on the topic "Journey to wholeness"

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White, Vera K. Journey toward wholeness: Peacemaking and spiritual growth. Louisville, KY: Presbyterian Peacemaking Program, 1990.

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Kaipan, Joy. Invitation to wholeness: A journey with Martin Heidegger. Bangalore: Asian Trading Corp., 2009.

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Hopkins, Denise Dombkowski. Journey through the Psalms: A path to wholeness. New York: United Church Press, 1990.

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Creating Our Paths to Wholeness. Notion Press, 2022.

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Dekoven, Stan E. Journey to Wholeness. Vision Publishing (Ramona, CA), 2005.

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Journey to wholeness. London: Triangle, 1986.

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Journey to wholeness. Newark, NJ: Godzchild Publications, 2013.

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Butterworth, Cynthia A. Journey to Wholeness. Three Moons Media, 2003.

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Fincher, Judith. Journey Toward Wholeness. Book-Broker, 2022.

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Rush, Dr Patricia. Journey To Wholeness. Miracle Press, 2006.

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Book chapters on the topic "Journey to wholeness"

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Giaxoglou, Korina, and Tereza Spilioti. "Chapter 7. “The EU gave us a new beginning”." In Exploring the Ambivalence of Liquid Racism, 181–201. Amsterdam: John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/pbns.341.07gia.

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In this chapter, we trace subtle forms of racism, known as liquid racism (Weaver 2010), in a personal experience story of a migrant’s journey, curated as part of a communication campaign about the European Union (EU). Our analysis of the story is based on the examination of its structure (emergence), its production and reception (wholeness) and its curation (embedding; De Fina 2020) in relation to tellers’ and audiences’ affective positioning (Giaxoglou 2021a), that is, the ways in which tellers position themselves and others affectively within the taleworld, the storyrealm, and broader master-discourses. We trace liquid racism in the way the migrant’s experience is commodified and in the way his experience is collectivized, promoting an exemplary image of a ‘good’ and ‘grateful’ migrant. The chapter contributes a critical approach to storytelling that can prove useful in tracing liquid racism emerging from the production of ambiguous affective positions in antiracist narrative texts.
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Kronegger, Marlies. "Allegorical Journeys Toward the Wholeness and Unity of the Sea: Marguerite Yourcenar." In Allegory Revisited, 3–15. Dordrecht: Springer Netherlands, 1994. http://dx.doi.org/10.1007/978-94-011-0898-0_1.

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Wall, Barbara. "Valuing The Journey: Fragmentary Wholeness of Adaptations." In The Dynamic Essence of Transmedia Storytelling, 63–95. BRILL, 2024. http://dx.doi.org/10.1163/9789004690219_004.

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Litvin, Margaret. "Hamlet in the Daily Discourse of Arab Identity." In Hamlet's Arab Journey. Princeton University Press, 2011. http://dx.doi.org/10.23943/princeton/9780691137803.003.0002.

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This chapter explores Hamlet's meaning in today's Arabic political vocabulary. Hamlet has been invoked in reference to nearly every major and minor political crisis touching the Arab world in the past decade. Analyzing his function in recent polemical writings such as newspaper columns, speeches, and sermons, this chapter shows how Arab writers read “to be or not to be” not as a meditation on the individual's place in the world but as an argument about collective political identity. Other themes from Hamlet—words/deeds, sleep/waking, madness/wholeness—help reinforce the urgency of the crisis. However, these cries of outrage and alarm are not the only approach to the issue of historical agency. As a counterpoint the chapter offers an instance of Hamlet rewriting by the important Palestinian–Iraqi writer Jabra Ibrahim Jabra.
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"My journey towards wholeness and forgiveness with the aid of therapy." In Forgiveness and the Healing Process, 165–76. Routledge, 2004. http://dx.doi.org/10.4324/9780203484432-23.

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"An Asian Journey Seeking Christian Wholeness: Owning Up to Our Own Metaphors (Theotao)." In Asian and Oceanic Christianities in Conversation, 23–38. Brill | Rodopi, 2011. http://dx.doi.org/10.1163/9789042032996_004.

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Michaelson, Jay. "“To make a man in wholeness, stable and possessing eternal life”." In The Heresy of Jacob Frank, 91—C4.N35. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197530634.003.0005.

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Abstract The Frankist quest, discussed in chapter 4, is to access the “world behind the curtain” and attain immortality. This journey, from baptism to Edom to Das—Frank’s term for his new religion, which may be understood as gnosis, the primary goal of Western esotericism—is a staged process involving secret keys, new clothes, rule over animals, mythical creatures drawn from Kabbalistic traditions, uniting with the Maiden, and finally passing through the “curtain” to meet the Big Brother. The quest is both heroic and tragic: Frank’s questing tales are chivalric and triumphalist, but his own mission has failed, which he blames on his followers. Chapter 4 engages with this material in the context of Leon Festinger’s classic study When Prophecy Fails and its subsequent critics. Preached by a failed leader in a borrowed castle in 1784, Frank’s myths promise power and immortality.
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Gallego, Mar. "Childhood Traumas, Journeys, and Healing in Toni Morrison’s God Help the Child." In New Critical Essays on Toni Morrison's God Help the Child, 47–66. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496828873.003.0004.

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In Morrison’s works, traumatized children are victimized by the dreadful impact of racist and sexist stereotypes and their subsequent patterns of exclusion and marginalization. My contention is that in Morrison’s latest novel God Help the Child (2015), these children learn to survive their early traumatic experiences, and develop diverse strategies of resilience, re-embodiment, and self-empowerment in order to articulate a new sense of identity on their path to physical and psychological healing. Drawing from gender and intersectional studies, I argue that Morrison’s God Help the Child delineates the coming into being of alternative female and male identities that are intrinsically dynamic and highly performative. The main protagonists, Bride and Booker, embark on a mysterious journey back to their childhood to be able to come to terms with their former selves that eventually leads to healing and wholeness, allowing them to envision a brighter future.
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Stave, Shirley A. "Skin Deep: Identity and Trauma in God Help the Child." In New Critical Essays on Toni Morrison's God Help the Child, 5–29. University Press of Mississippi, 2020. http://dx.doi.org/10.14325/mississippi/9781496828873.003.0002.

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In “Skin Deep: Identity and Trauma in God Help the Child,” Shirley A. Stave argues that the novel plays surface off depth, unravelling the dichotomy as false through the lens of racism, which is predicated upon the gaze, the surface, but which profoundly disables the depth, leaving its victims traumatized. Morrison’s two main characters, Bride and Booker, both live fractured lives because of their attempt to avoid depth, choosing image and intellect as mechanisms to insulate themselves from further trauma. Bride’s ruptured skin, which exposes what lies beneath, begins her journey toward wholeness, which results in her leaving the Lacanian Mirror Stage and a misguided sense of her completeness to enter the Symbolic Order. Similarly, Booker embraces intellect as a way to isolate himself from human connection. Bride and Booker, through the agency of Booker’s aunt Queen, learn to open themselves to vulnerability and achieve the completeness they have resisted.
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Leader, Zachary. "Coleridge’s Revisionary Complexity." In Revision and Romantic Authorship, 121–63. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198122647.003.0004.

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Abstract The older or established view of Coleridge’s revisions is that he knew what he was doing when he revised, and that his revisions serve wholeness, coherence, perfection of form-in short, unity, called by Coleridge the ‘ultimate end of human Thought and human Feeling’.’ This, of course, is precisely the aesthetic ideal Coleridge himself championed in his criticism, along with those qualities of mind (control, will, coherence of self both in time and over time) from which it is conventionally thought to derive. One well-known example of a revision which conforms to the established view is the cutting of the last six lines of ‘Frost at Midnight’ (lines ‘marvellously describing Hartley’, according to Richard Holmes), so as to end the poem with the image of ‘silent icicles, I Quietly shining to the quiet moon’/ As Coleridge puts it in a manuscript note, the original ending lacked or obscured ‘the rondo, and return upon itself of the Poem’,1 a comment which recalls not only his remark, quoted earlier in reference to Wordsworth, that the common end or shape of all narrative (‘nay of all, Poems’) 1s circular, ‘the snake with it’s Tail in it’s Mouth’,4 but the remark’s personal or poetical application: the pattern of journey or excursion and return found in so many of his poems, including The Ancient Mariner’, The Eolian Harp’, and This Lime-tree Bower My Prison’.
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