Regarding Sacred Starts: Component #5 of An Endarkened Feminist Approach to Revolutionizing Teacher Consciousness

• In Event: Extraordinary Pedagogies: An Endarkened Feminist Approach to Revolutionizing Teacher Consciousness

Abstract

This paper introduces a teacher educator framework centered on the cultivation of sacred starts, which are dedicated, consistent periods for introspection and spiritual practice designed to manage continual existential crises. The concept posits that individuals must be tethered to otherworlds, obtaining relief and rest from the challenges of this world by navigating between different time and space continua. This practice involves gathering Empyreal Logics that heal fragmented, disowned, orphaned, and wounded parts of oneself, constituting new beliefs and behaviors aligned with the totality of personhood and humanity.

Sacred starts are defined as dedicated times set apart to initiate the day, focusing on studying ancient wisdoms and modalities, exploring socioemotional and sociospiritual practices, and cultivating the embodiment of divinity and humanity. These sessions, lasting between 10 to 60 minutes, are intended to be completed alone, with a connection to G-d, to ensure a profound engagement with one's inner self and spiritual well-being.

The framework asserts that regular engagement in sacred starts allows individuals to develop resilience and adaptability in the face of existential crises by fostering a deeper connection to their spiritual and emotional core. This connection enhances their ability to navigate life's complexities with a more integrated and holistic approach. By aligning one's daily practices with ancient wisdom and socioemotional insights, individuals can cultivate balance and harmony that supports their overall well-being and effectiveness as educators.

The research is situated within the context of teacher education, emphasizing the importance of preparing preservice teachers to manage the stresses inherent in their profession. The practice of sacred starts is proposed as a vital tool for fostering the emotional and spiritual resilience needed for effective teaching. By incorporating these practices into their daily routines, preservice teachers can develop the capacity to create more inclusive and empathetic learning environments, ultimately enhancing their students' academic and social success.

Data from qualitative studies on the implementation of sacred starts in teacher education programs indicate significant positive outcomes. Preservice teachers who engage in these practices report increased emotional stability, greater clarity of purpose, and a stronger sense of connection to their students and communities. These benefits are attributed to the regular practice of introspection and spiritual engagement, providing a solid foundation for managing the demands of the teaching profession.

The paper outlines specific strategies for integrating sacred starts into teacher education programs. These include structured sessions on ancient wisdom traditions, guided socioemotional and sociospiritual exercises, and reflective practices designed to foster a deep sense of personal and professional alignment. By prioritizing these practices, teacher education programs can support the development of educators who are not only skilled in their subject areas but also deeply attuned to the emotional and spiritual dimensions of their work.

Author

• Jeanine M. Staples-Dixon, Pennsylvania State University