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Introduction
This book consists of scholarly essays that reflect upon human potential, particularly but not exclusively, within educational environments. The most important theme that runs through these essays is the need for an educational paradigm shift—away from centralizing curriculum and content and toward a focus on care and nurturance, as well as subjective and intersubjective understanding—a shift in which the educator is of central importance. This centrality means that educators must be supported, encouraged, and cared for in order to be best able to create conditions that will allow for the emergence of exceptional educational experiences for themselves and their students.
My approach to this paradigm shift is holistic, systemic, and based on the values of presence, care, and deep democracy. This approach prioritizes the person in educational environments. I have tried to show how personal experiences, including personal inner work, can and must be integrated with curriculum material. I have described inner work for educators as a very important personal and spiritual process and the integration of personal inner work, group leadership, and facilitation practice as central to extraordinary and profound educational experiences.