• 10 Cs, 53

A

• Abeni, Cleis, 46, 123
• Absolute, interiorization, 28
• Active listening, usage, 60
• Advocacy, 80
  • purposes, 94
• Age of loneliness, childhood (experience), 9
• Algorithms, world flattening (impact), 32
• Altar/props, usage, 122–123
• Arab Spring, 31
• Arendt, Hannah, 14
• “Art as Meditation” (Fox), 105
• Artist, naming, 160–161
• Arts
  • community, relationship, 102–103
  • creativity, usage, 109–113
  • embodiment, 107
  • hands‐on aspect, 138
  • hands, usage, 107–108
  • intellect, angle, 103–105
  • Oikos, importance, 108–109
  • soul, exploration, 105–107
  • spiritual work, 129
  • subject integration, 113–114
  • testing/quantification, emphasis, 104–105
  • types, 101
  • usage, 150–152
• At‐risk planet/species, 18
• Awe/wonder, 80
• Axial traditions, universality/cosmopolitanism, 28
• Ayers, Bill, 144

B

• Bagua zhang, 126–127
• Baltimore Wisdom Project, Wisdom Project (merger), 19
• Berry, Thomas, 22
• Big History, timeline, 29
• Big Questions, asking, 116
• Biodiversity
  • cultural diversity, parallel, 34
  • importance, 36
• Bioregion, connection, 38
• Biosphere, destruction, 159
• Black Elk, 40
• Bodily‐kinesthetic intelligence, 55
• Body
  • language (nuances), communication ability (inhibition), 32
  • problem, consideration, 66
• Body/mind, dualism, 65–66
• Border control, global problem (reduction), 30
• Boundaries (rigidity), notion (projection), 42
• Buddhist philosophy, impact, 37–387

C

• Capitalism
  • emergence, 13
  • impact, 36
  • industrial capitalism, ecology (contrast), 39–40
  • Internet, combination, 33
  • system
    • assumptions, 157–158
    • loneliness, impact, 15
• Capitalist ideology, instruction, 37
• Cartesian dualism, repudiation, 52
• Celebration (10C component), 54
• Centering, 107
• Ceremony, Celebration & Ritual (10C component), 54
• Chakra development (10C component), 53
• Chaos & darkness (10C component), 53
• Character & Chakra development (10C component), 53
• Chicago Wisdom Project, 29, 80
• Childhood
  • memories, 12–13
  • sacrifice, 2
• Children
  • at‐risk reference, 18
  • choices, making (importance), 132
  • imaginative play, engagement, 76–77
  • intuition, 48
  • marginalization, 47
  • raising/educating, 167
  • remote learners, 2–3
  • values, pushing, 158
  • wildness, 45–46
• Circles
  • bagua movements, 126
  • power, 40–45
• Circular classroom, impact, 42
• Civilization, crafting, 47
• Classroom
  • centers/shared leadership, imagining, 35
  • circular classroom, impact, 42
  • concentric circles, relational schema, 41–42
  • consideration/visualization, 19–20
  • emptiness, 43–44
  • engagement, 90
  • factory model, 156
  • free‐market model, 157
  • hierarchical classroom, impact, 40
  • mandala center, 134
  • metaphors, examination, 156–157
  • microcosm/macrocosm, 52
  • multicultural spaces, 29
  • one‐planet classroom, 25
  • play‐based child‐centered learning space, 48
  • prison model, 156–157
  • reimagining, 57–60, 75, 157–160
    • circles, formation, 40–41
    • concepts/practices, application, 5
  • sacred circle, 41
  • shape, 27
    • chaos, 45
    • uncertainty, 43
  • space, 4
    • appearance, 29
    • storytelling, 167–168
  • three‐dimensional learning spaces, 32
  • vision, narrowness, 20
  • web shape, 37
  • world, recursive relationship, 15–16
• Classroom, importance, 1
• Climate change, 18
  • challenge, 44–45
  • market‐based/consumption‐based solutions, 34–35
• Climate crisis, 18, 147
  • impact, 11–12
• Collective psyche, control (embedding), 47
• Colonialism
  • emergence, 13
  • impact, 36
• “Coming of age” ritual, 121
• Communication
  • ability (inhibition), human touch/body language (impact), 32
  • patterns, 26
• Community, 81–82
  • 10C component, 54
  • building, impact, 57, 69–70
  • learning process, 59
  • relationships, restoration, 145
  • story, sharing, 57–60
• Compassion
  • 10C component, 54
  • enhancement, 122
  • fostering, 76
  • foundation, 57–58
• Concentric circles, relational schema, 41–42
• Consciousness, 121–122
  • fostering, 38
  • optical delusion, 36–37
• Consortium for Youth Services and Child Welfare, 46
• Constructive criticism, concept, 102–103
• Consumers, world flattening (impact), 32
• Contemplation (10C component), 53
• Cosmic loneliness, 11, 14
• Cosmic walk, 88–94
  • exercise, value, 89
  • questions, 89
• Cosmology, 79, 152
  • accuracy, measure, 27
  • impact, 97
  • nature, exploration, 83
  • story form, 82
  • term, usage, 14
• Cosmology & ecology (10C component), 53
• Cosmos, 79
  • classroom/community, context, 81–82
  • creativity, usage, 96–97
  • hands‐on aspect, 88–94, 138
  • holistic vision, culture (impact), 27
  • intellect, focus/example, 82–87
  • Oikos, impact, 94–96
  • soul, separation, 87–88
  • subject integration, 98–99
  • symbolic maps, usage, 97
  • understanding, 97
• Courage (10C component), 54
• COVID‐19 pandemic, response, 2
• Creation Spirituality theological tradition, 52
• Creative expression, 23
• Creativity, 69–72
  • 10C component, 54
  • engagement, 133
  • space, 102–103
  • usage, 63, 150–151
• Critical Consciousness & Judgment (10C component), 54
• Cultural context, 119
• Cultural diversity, biodiversity (parallel), 34
• Cultural narratives, impact, 15–16
• Culture of care, formation, 58
• Culture, symbols (questions), 104
• Curiosity, 80

D

• Darkness (10C component), 53
• Deep ecology, 127
  • extension, 38
• Deep listening, requirement, 107
• Democracy, approach, 161
• Democratic process, participation, 104
• Dewey, John, 66
• Disconnection, 60
• Diversity
  • democratic/hierarchical level, 34–35
  • internal diversity, recognition, 35
• Dohrn, Bernadine, 144

E

• Earth
  • creativity, 108
  • diversity, increase, 20
  • intimacy
    • experience, question, 158–159
    • loss, 11
• Eco‐justice, 148
• Ecological classroom
  • emphasis, shift, 37
  • origin, 38–39
• Ecological collapse, challenge, 44–45
• Ecological crisis, 40
• Ecological pedagogy, meaning, 69
• Ecological sensibility, centering, 39
• Ecology, 36–40, 79
  • 10C component, 53
  • deep ecology, extension, 38
  • examination, 149
  • importance, 94
  • representation, 39–40
  • study, evolution (relationship), 37
• Economics, examination, 149
• Eco‐spirituality, 127
• Ecosystem
  • collapse, 36
  • health, 34
  • humans, placement (understanding), 95–96
  • management, 44–45
  • relationships, web, 96–97
• Education, 17–23
  • approach, fear (impact), 45–46
  • context, 25
  • crisis, 9, 22
  • holistic education, 52–57
  • metaphors, understanding, 15–16
  • play (integration), outcome‐based reasons (usage), 47–48
  • process, 51
  • purpose, 4, 52, 73
  • reimagining, 7
  • role, 76
• Egalitarian democracies, need, 21
• Einstein, Albert, 37
• Emerson, Ralph Waldo, 40
• Emotional loss, impact, 124
• Emotions, exploration/naming, 123
• English, teaching, 34
• Environmental racism, concept, 94
• Environment, safety/respect (creation), 46
• Epistemic humility, modeling, 43
• Ethics, 119
• Evans, Kathy, 146
• Evolution
  • ecology study, relationship, 37
  • importance, 94

F

• Factory, school metaphor, 16
• Fascism
  • alternatives, 61–62
  • movements, ascension, 31
• Feedback, concept, 102–103
• Food, examination/discussion, 93
• Fox, Matthew, 52–53, 105
• Freedom
  • concept, 142
  • control, selection, 45–46
• Free market, school metaphor, 16
• Fundamentalism, alternatives, 61–62

G

• Gardner, Howard, 55
• Global capitalist order, entry, 34
• Global crisis, 68–69
• Globalization, fetish (toxicity), 30
• Global monoculture
  • spread, colonialism/capitalism (impact), 36
• Global monoculture, imposition, 33–34
• Grammar, emphasis, 104–105
• Gramsci, Antonio, 119
• Gross Domestic Product (GDP), examination, 149–150

H

• Hall, Anna, 6
• Hands, 65–68, 131, 152
  • community, activities, 132–133
  • creativity, involvement, 137–138
  • hands‐on learning, 131
  • intellect, usage/engagement, 133–134
  • Oikos, hands‐on practices, 137
  • soul, exercises, 134–135
  • subject integration, 138–139
• Hands‐on experiences, emphasis, 5
• Hanh, Thích Nhât, 122, 134
• Harmonic intelligence, 55
• Hawk and mouse, story, 94–95
• Healing practices, 125
• Healing rituals, usage, 64
• Hierarchical classroom, impact, 40
• Hierarchical societies (power relationship reinforcement), hierarchical classroom (impact), 40
• Higher learning, 63
• High school dropout
  • blame, 20
  • choices, 18
• High‐stakes testing, appearance, 155–156
• Hobbes, Thomas, 57
• Holistic approaches, efforts, 56
• Holistic education, 52–57
• Holistic pedagogy, 60–61
• Holistic vision, providing, 56
• Human being
  • consciousness, optical delusion, 36–37
  • holistic understanding, 52
• Human culture
  • individual, context, 37
  • product, ecological relationships (impact), 69
• Human experience
  • ecological experience, 15
  • economic element, 15
  • political element, 14–15
  • quadrants, 56
  • social element, 15
• Humanity, singularity, 143
• Human psyche, engagement, 90
• Human touch
  • communication ability, inhibition, 32
  • impact, 12
• Humility, 42–43
  • classroom, pedagogical element, 44

I

• I (human experience quadrant), 56
• “I Am” poems
  • reimagining, 151
  • usage, 60–61, 70, 97, 113
• Imagination, usage, 63
• Imperial cultures, cosmopolitan worldviews, 27–28
• Imperial society, automation/mechanization, 41
• Individualism, story, 21
• Individuals, learning process, 57
• Industrial capitalism, ecology (contrast), 39–40
• Information
  • falsity, 62
  • intellectual understanding, 63
• Initiation, 120–121
• Inner climate, crisis, 11–12
• Inner lives, outer problems (separation), 22
• Inner work
  • fostering, 64
  • space, 23
• Institutions/systems, liberatory question, 162
• Integral theory, 52
  • vision, quadrants, 56
• Integration (subjects), 98–99
• Intellect, 60–63
• Intellectual development, impact, 62
• Intellectual growth, occurrence, 61
• Intellectual work, requirement, 60
• Interdependence, ethical component, 38
• Internet, capitalism (combination), 33
• Interpersonal intelligence, 55
• Interpersonal skills, learning/development, 64
• Intrapersonal intelligence, 55
• Intrinsic creativity, sense (fostering), 44
• It (human experience quadrant), 56
• Its (human experience quadrant), 56

J

• Jihad (inner/outer struggle), 125
• Joy
  • context, 58
  • usage, 21
• Judaism, emergence, 28
• Judgment (10C component), 54
• Justice/joy, 129, 141
  • community, formation, 142–143
  • creativity, usage, 150–151
  • hands, impact, 146–147
  • hands‐on aspect, 138
  • intellect, foundation, 143–144
  • Oikos, approach, 147–150
  • soul, 144–146
  • subject integration, 152
• Justice/truth, social media (force), 31

K

• Karma, understanding, 108
• Knowledge, wisdom (relationship), 62–63

L

• Land/place/bio‐region, connection, 68
• Learner, holistic vision, 52
• Learning
  • context, 22, 29
  • creativity, 71–72
  • environment, creation, 33
  • hands‐on aspect, 132
  • joy, 161–162
  • process, culmination, 70–71
  • reimagining, 2
  • three‐dimensional learning spaces, 32
• Learning community, 102–103
  • context, 117
  • creation, 58
• Learning space, 103
  • design, 44
  • impact, 40–41
  • physical shape, 35
  • power, 51
• Liberation
  • context, 58
  • education, usage, 14–17
  • occurrence, 142
• Liberatory curriculum, usage, 16–17
• Liberatory pedagogy, 141, 143
• Liberatory process, 152
• Life
  • creativity, 71
    • understanding, ecology (usage), 96
  • evolution, 80
  • relational characteristic, 3
• Linear time, notion (projection), 42
• Linguistic‐verbal intelligence, 55
• Listening, importance, 70
• Literature, 101
  • approach, 103–104
• Living beings (interrelationship), shamans (understanding), 22–23
• Local ecology, connection, 38
• Logical‐mathematical intelligence, 55
• Logical mind, engagement, 133–134
• Loneliness, 60
  • age of loneliness, childhood (experience), 9
  • antidote, joy (usage), 21
  • climate, 10
  • cosmic loneliness, 11, 14
  • cosmology, 13–17, 57, 142, 147, 163
  • healing, 21
  • holistic problem, 21
  • pervasiveness, 10–11
  • reasons, complexity, 11
• Love/loving, learning, 165

M

• Macrocosm, 52
  • principles, 26
• Mandalas, 134
  • creation, 97
  • re‐creation, 108
• Marginalization, blame, 18
• Martial arts, usage, 123, 125–126
• Mass extinction, challenge, 44–45
• Maté, Gabor, 124
• Math (teaching), cosmology/ecology (usage), 79
• Meaning, crisis, 68–69
• Meditation, 115, 121, 122
  • usage, 64
• Mental health
  • attitude, problem, 144–145
  • crisis, 163
  • improvement, 122
  • question, 159–160
• Metaphors, reimagining, 3
• Microcosm, 52
  • principles, 26
• Mindfulness, 115, 119, 121–122
  • embodiment, 135
  • fostering, 76
  • outside activities, 122
• Modernity
  • origin, 13
  • story, 14–15
• Modern Western thinking, Cartesian dualism (impact), 52
• Modern Western world, disconnection/loneliness, 60
• “Monkey mind,” 134
• Montessori, Maria, 132
• Movement, patterns, 26
• Multiple intelligence theory, 55
• Musical‐rhythmic intelligence, 55
• Mystic, paradox, 61–62
• Myth, examination, 118

N

• Næss, Arne, 127
• Narratives
  • creation, 28–29
  • cultural narratives, impact, 15–16
  • individuals, emphasis, 17
  • nature, exploration, 83
  • offering, 89
  • reimagining, 3
• Natural spaces, learning, 48
• Natural world
  • curiosity/wonder, 87–88
  • engagement, 90
  • relationship/care, 87
• Nature, spirals/circles (discovery), 42
• Neglect, impact, 124
• Neruda, Pablo, 45
• Non‐human world, relationship (erasure), 37
• Nuance, engagement, 61

O

• Obesity, epidemic, 159
• Oikos, 68–69
• One‐planet classroom, 25
• One‐room classroom, function, 25
• Online communities, examination, 116
• Organic processes, value, 43
• Origins of Totalitarianism, The (Arendt), 14
• Outcome‐based reasons, usage, 47–48
• Outer problems, inner lives (separation), 22

P

• Paradox, engagement, 61
• Parenting, reimagining, 2
• Parents, improvement (need), 21
• Pedagogical process, initiation, 58
• Performing arts, 101
• Personal trauma, healing, 21
• Physical education, usage, 136
• Physical health
  • improvement, 122
  • question, 159–160
• Physical learning space, 103
• Physical world, avoidance, 11
• Planetary consciousness
  • classroom, 38
  • cultivation, 26–30, 80
• Planetary crisis, values (determination), 25–26
• Planetary culture, emergence, 33–34
• Planetary health, wilderness/wildness requirements, 47
• Planet, wilderness dependence, 48
• Plants, products (contrast), 148–149
• Play, 45–49
  • classroom, need, 145
  • comparisons, 47
  • importance, 76–77
  • integration, outcome‐based reasons, 47–48
  • joy, 161–162
  • space, 102–103
  • spirit, 48–49
• Play‐based child‐centered learning space, 48
• Playfulness, engagement, 133
• Poet, nuance, 61–62
• Power (relationship), classroom (impact), 20
• Power relationship (reinforcement), hierarchical classroom (impact), 40
• Practical life, 131
  • learning, 76
• Prison, school metaphor, 16
• Privatized virtual space, preference, 11
• Products, world flattening (impact), 32
• Protestant Reformation, 13

R

• Rational thought, focus, 60–61
• Relationship
  • crisis, 68–69
  • cultivation, 27
  • ecological sensibility, centering, 38
  • emphasis, 38–39
  • impact, 122
  • reimagining, 3
  • restoration, 39
  • web, 96–97, 145
• Religion, examination, 117–118
• Remote learners, 2–3
• Remote learning, problems, 2
• Restorative justice, implementation, 146
• Retreats, design. See Wisdom Projects
• Richards, M.C., 103, 107
• Rilke, Rainer Maria, 43
• Rites of passage, usage, 64, 120–121
• Ritual
  • 10C component, 54
  • importance, 118
• Roberts, Tony, 127

S

• Sacred circle (classroom), 41
• Schools
  • districts (running), technocrats (impact), 16
  • metaphors, 16–17
  • systems, problem, 2
  • unconscious symbolism, 4
• Science (teaching)
  • context, absence, 82
  • cosmology/ecology, usage, 79
• Science, Technology, Engineering, and Math (STEM), emphasis, 79–80
• Science, Technology, Engineering, Arts, and Math (STEAM), 96
• Scientific cosmology, story (initiation), 83
• Scientific methods, teaching, 82
• Screen‐based technologies, uses, 31–32
• Screen‐centered world, two‐dimensional spaces, 33
• Screen worlds, species shift, 31
• Seasonal cycles, 118
• Second Temple, destruction, 28
• Sectarian symbols, avoidance, 29
• Selective breeding, 36
• Self
  • relationship, 37–38
  • sense, 39
• Self‐acceptance/self‐compassion, pathway, 35
• Self‐awareness/self‐reflection capacities, building, 64
• Self‐expression, 160–161
• Self‐interest (advocacy), capitalism (usage), 39
• Separation, story, 21
• Sex education, teaching, 136
• Shamans, interrelationship (understanding), 22–23
• Shared community‐building, 133
• Shared inquiry, process, 43, 61
• Shared wisdom, extension, 62
• Shiva, Vandana, 127
• Silence, usage, 59
• “Silent Walk,” 128
• Social contract theory (Hobbes), 57
• Social‐emotional justice, studies, 141
• Social inequity, 18
• Social interactions, mediation (increase), 15
• Social media
  • domination, 104
  • force, 31
• Socio‐emotional learning (SEL), 63–64
• Soul, 63–65
  • self, center, 68
• Space
  • creation, 59
  • importance, 59
  • physical shape, 35
• Spirit, 115, 152
  • community, makeup, 116–117
  • creativity/integration, 128
  • ecology, traditions, 127–128
  • hands‐on aspect, 138
  • hands, usage, 124–127, 129
  • intellect, interrelationship, 117–120
  • soul work, 120–124
  • subject integration, 128–129
• Spirituality, 105, 115, 129
  • embodiment, 135
  • neglect, 117
• Spiritual malaise, connection, 10
• Spiritual practice, purpose, 129
• Standardized tests, usage, 155
• Story
  • asset‐based/deficit‐based aspects, examination, 162–163
  • awareness, 157–158
  • critique, 60–63
  • embodying, 65–68
  • expansion, 68
  • feeling, 63–65
  • integration, 72–73
  • reimagining, 19, 69–72
    • pedagogy, 51
  • sharing, 12, 57–60
    • process, 58
  • universe story, example, 83–87
• Stress, resilience (cultivation), 122
• Strong Nixon, Brenda, 46
• Students
  • achievement, promotion, 153–154
  • activism, 147
  • decisions, 40
• Subjectivity, engagement, 65
• Subjects, integration, 98–99
• Suffering/pain/struggle, mandalas (re‐creation), 108–109

T

• Talking stick, usage, 59
• Teachers
  • decisions, 40
  • improvement, need, 21
• Teaching
  • creativity, 71–72
  • reimagining, 2
  • subjects, qualification, 166–167
  • Zoom, usage, 31–32
• Technique, discovery, 105
• Teen program, co‐creation, 17–18
• Teilhard de Chardin, Pierre, 26
• Tests, popularity, 156
• Theater, usage, 106–107
• Things, interiority, 115–116
• Third dimension, 30–33
• Thoreau, Henry David, 45
• Three‐dimensional learning spaces, 32
• Three‐dimensional world, impact, 33
• Totalitarian movements, impact, 14
• Transformative work, space (creation), 60
• Trauma, 135
  • impact, 123–124
• Trump, Donald (ascension), 31

U

• Ubuntu (pan‐African concept), 39
• Universe
  • complexity, evolution, 129
  • intrinsic creativity, 97
  • story, 82–88
• University of Chicago Laboratory School, formation, 66–67
• Unstandardized testing, 155
• Upanishads, 28

V

• Values
  • equality, 161
  • expression, 25
• Van Gogh, Vincent, 33
• Vedanta (spirituality), 28
• Vedantic Hinduism, 28
• Vedic Hinduism, temple sacrifice (focus), 28
• Visual arts, 101
• Voice, impact, 12

W

• Warrior, soldier (contrast), 125
• We (human experience quadrant), 56
• Whole
  • story integration, 72–73
  • vision, 116
• Wilderness
  • dependence, 48
  • fear, 47
  • learning, 48
  • requirement, 47
• Wildness, 45–49
  • human expression, 48–49
  • requirement, 47
  • spirit, 48–49
• Wilson, Amos N., 46
• Wilson, Samuel H., 46
• Wisdom
  • emphasis, 62
  • expression, creativity (usage), 63
  • knowledge, relationship, 62–63
  • perception, imagination (usage), 63
• Wisdom Projects, 46, 128, 144
  • retreats, 90–93, 132, 135–136
  • theater, usage, 106
  • usage, 4–5
• Wisdom Projects, Inc., 19, 80
• Wisdom Project, starting, 19
• Words, magic (impact), 12
• Work, 131
  • meaning, exploration, 139
  • meaningfulness/impact, 160
• World
  • classroom
    • acknowledgment, 81–82
    • recursive relationship, 15–16
  • creation/reflection, 42
  • ecosystems, collapse, 36
  • immensity, connection, 29
  • interconnectedness/interconnectivity, 13–14
    • understanding, 30
  • intimacy, 29
  • non‐human world, relationship (erasure), 37
  • reimagining, 72–73, 153
  • screen worlds, species shift, 31
  • stories, 163–164
  • texture, flattening, 32
  • three‐dimensional world, impact, 33
  • transformation/co‐creation, 71
• Wu Wei, 126

Y

• Yazzie, Robert, 145
• Yielding, learning, 126
• Yin/yang, 126
• Young people
  • empowerment, 20–21
  • trauma/stress, 66
• Youth
  • encouragement, 59–60
  • training, failure, 61

Z

• Zero‐tolerance policies, appearance, 144
• Zoom, usage, 31–32