In learning to be a yoga teacher, the focus is largely on what is being taught, in other words, the physical techniques such as asana (posture) and pranayama (breath). There is substantially less focus on who teachers are as individuals despite research from neuroscience which suggests that who teachers are may be far more important to students' learning than what they are teaching. This thesis dives into the question of who yoga teachers are as individuals through the lens of authenticity. Drawing on transformative learning theory, Jung's theory of individuation, and the stories of eight teachers who have wrestled deeply with this question, this thesis explores the process of developing authenticity in the context of teaching yoga. This study finds that authenticity results from one's journey of individuation, which although personal in nature is supported by relationship to self, Self and other (mentor, teacher, therapist).
|Commitee:||Fields, Jay, Mitten, Denise|
|School Location:||United States -- Arizona|
|Source:||MAI 51/06M(E), Masters Abstracts International|
|Subjects:||Adult education, Physical education, Psychology, Spirituality|
|Keywords:||Authenticity, Individuation, Teacher development, Transformative learning, Yoga|
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