Serena Gaia

Make love the ecology of your life

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The Humanities and Love – An Integrated Study of Western Cultures in the Modern Era

Welcome to The Humanities and Love.

This course in Western Civilization was designed by Dr. SerenaGaia, aka Serena Anderlini-D’Onofrio, PhD.  It distills the wisdom of many years in the practice of teaching as a professor at the University of Puerto Rico, Mayagüez, one of the most respected public institution in the Caribbean.

The course is designed to initiate students in the study of the humanities from the point of view of love.  This theme organizes the course’s parallel, integrated narratives from multiple disciplines.  Students become aware of the diverse ways that love has been practiced in different times and places, of how these practices have inspired action and encouraged transformation in other cultural arenas, and of how cultures–western cultures in particular–have impacted other cultures and forms of life that are hosted on planet Earth.

The course covers the period from around 1500 to the present time, also known as the Early Modern and Modern Eras.  It integrates discourses from multiple disciplines, including literature, architecture, the arts, political thought, philosophy, religion, spirituality, cosmology, and science.  The theme of love integrates all disciplinary aspects of the study.

The background of this integrated study is a nine one-hour lecture series in global modern history.  The narrative is organized around the point of view of the Earth and all its people, with a focus on Western cultures and their global effects.  The lectures are available online at this link. 

Each lecture is integrated with a selection of readings from the studied eras, organized around the theme of love.  The readings come from various literary traditions, including French, English, Italian, and German.  Each is available in its original, and in English translation when necessary.   Readings offer students direct access to significant voices from their respective times and cultures.  Participants are therefore exposed to a wide diversity of practices of love and the creative energies that emanate from them.  Students also become aware of how the presence of this vital force impacts cultures.  Many also really enjoy the digital aspects of the course and distance access to learning.

Each Lecture and related readings forms a Module.  Modules are correlated with Tests that measure factual knowledge and assess  in-depth understanding, and encourage analytical observation of interrelated aspects of the Module.  Tests are standardized and can be securely taken online as well.  Canvas by Instructure is the free-of-charge portal that serves the course.

The course expands awareness of the significance of the humanities in relation to all arenas of human endeavors.  It inspires participants to learn more about all humanistic disciplines.  Readings are organized around periods that reflect global characteristics.  They are based on the periodization proposed by the textbook Traditions and Encounters, that revisits global history based on the book title’s two recurring tropes.

For example, the Age of Global Interdependence runs from 1500 to 1800.  It’s described as a time when the lands and people of the world become more interdependent than was experienced in previous times.  For this age, readings include a selection of sonnets and poems from the discourse of love that animated the Renaissance movement.  The selection features poets like Dante, Petrarca, Gaspara Stampa, Veronica Franco, Louise Labe, and William Shakespeare.

Subsequent readings for this period include the French neoclassical tragedy Phedra, by Jansenist playwright Jean Racine, a selection from the epistolary narrative Lettres Persanes, whose author, Enlightenment philosophe Montesquieu, advocates for cultural relativism, and a selection from The Story of My Life, the autobiographical narrative by 18th century libertine Giacomo Casanova.

The subsequent age, called Age of Revolution, Industry, and Empire, runs from 1750 to 1914.  It is an expanded 19th century, marked by the fire that ignited the revolutions of the late 18th century, and extended to include the early 20th century up to the Great War.   For this period, readings include three selections from the revolutionary period:  one from Mary Wollstonecraft’s A Vindication of the Rights of Woman, one from the Romantic Odes by Percy Bysshe Shelley and John Keats, and one from the mock epic poem Don Juan, by George Byron.

They also include two selections from the post-revolutionary period and its bourgeois society: one from the realistic novel by Gustave Flaubert, Madame Bovary, and one from Frederick Engels socialist study of the family, The Origins of Private Property, the Family, and the State.

The last age under study, called Age of Global Realignments, runs from 1914 to the present time.  It is a time when new world powers emerge, around which other systems realign.  For this period, readings include three selections from notable voices in 20th century cultures:  Sigmund Freud’s famous Lecture XXXIII, “On Femininity” (1933), its rebuttal in Betty Friedan’s “Introduction” to The Feminine Mystique (1963), and bell hook’s recent plea for a more loving society, in All for Love (2001).

Readings are actively discussed in class.  The course’s overarching teaching strategy is known as “flipped classroom.”  With background history lectures available online at all times for students, the strategy is designed to enhance the quality of classroom experience by dedicating all presential meeting time to active learning.   To each reading, a group of students is assigned.  They form the reading’s Leadership of Class Discussion Group.  The group commits to an in-depth preparation about the reading, and to leading the class discussion of it.  Overarching questions that organizes discussions include:  What do we learn from this reading about what it was like to be alive at that time?  What practices of love can we observe in the reading?  The discussion also actively refers to the history lectures in the background.  Reading and active participation is expected of all students.

The course is organized as a journey, a voyage across time and space that participants take together as a learning community.  Many consider love a very personal experience while most also agree that love is a very universal theme.  Accordingly, the course design is holistic.  Activities are intended to expand students’ awareness of love.  Exposure to diverse practices of love in human history encourages personal evolution and transformation in relation to this discursive arena.

Rubrics in the course include:

An Opening Circle.  Students set intentions for the journey.  “What motivates you to be in this course?”  “What kind of awareness, understanding, knowledge, experience do you wish to achieve?”  Each shares his or her intention with the group.  The group becomes the container that sustains the intention of each participant to learn and evolve in the course of  the journey.

An Introduction.  The teacher introduces the course and explains how all its parts function, including all rubrics, readings, lectures, modules, tests, digital and presential activities.  The students practice.

Participation.  Students are responsible for reading texts to be discussed, for attending all presential meetings, and for participating in all class discussions.  In each class discussion meeting, the teacher sets the tone for the discussion by reminding students of the overarching questions.  Students in the Leadership of Class Discussion group form a panel and address these questions.  All students in the course are invited to bring their own questions to the class, and to present their analytical observations.  The Leadership of Class Discussion Group can also address these questions and offer further comments and analytical observations.  The teacher corroborates, clarifies, and correlates as needed.

Lectures and Tests.  At the beginning of the course, the whole group agrees on a timeline for viewing the online lectures and taking the related tests.  A test focuses on a given lecture, while it also reviews past, and anticipates new materials.  The timeline is coordinated with the work of the class discussion groups.  When all assigned readings are also discussed for a certain time period, a module is complete.

Service.   The students sustain the learning community by attending to technical needs in the smart classroom.  They take turns in helping with setting up the audiovisual system and powering the technical desk as needed.  They practice being a self-servicing learning community.

Leadership of Class Discussion.  Students actively co-create these steps.

  • Formation of groups, facilitated by the Group’s tab in Canvas
  • In-depth study of chosen reading(s), preparation of panels
  • Panels of students lead the class discussions of all assigned readings

Report of Personal Experience and Favorite Reading(s).

  • Students explore one of the readings in relation to their personal experience.
  • They post this brief exploration to their group.  Members respond.
  • They expand the exploration to an essay that integrates analytical observations about the reading and personal experience.
  • They post their report to the Assignment on Canvas
  • They post to their group, group members respond.

Closing Circle.  The closing circle correlates with the opening circle.  At the end of the course, the intentions of the opening circle are revisited.  “What did I expect from this course?  What did I get?”  Also, at this time students are invited to read their report to the entire class.

Evaluation.  Students respond to a survey designed to evaluate various aspects of the course, including: digital portal, thematic organization, online lectures, class time, rubrics, etc.

Appreciation for this course has been quite significant.  Survey responses by students at the University of Puerto Rico, Mayagüez, indicate a 78 percent rating of their learning experience as “excellent” and “good.”  Areas surveyed include all distance and presential aspects.  Students also demonstrated their appreciation by protecting the course in the context of the severe budget challenges faced by the university.

 

As a professor and scholar of many years, I am excited to propose this course to interested institutions.  The study of love prepares people for co-creating the amorous society where we all would enjoy living.  We live in a time of paradigm shifts, where epistemic questions have become urgent.  In offering this course, I am inspired by a hypothesis that some might call artistic.

If we consider the humanities as the sciences that help us understand the belief systems we have, we can teach more effectively how they correlate with all other disciplines.  If we appreciate change in the current belief systems, we can practice the arts as the sciences that help us invent the belief systems we need.

Many are persuaded that there is a vanishing point where the arts and the sciences converge.  I suspect that vanishing point is love.
Please consider offering this course.  It can open up that path for your students, institution, and communities.
Thank you.
aka Serena Anderlini-D’Onofrio, PhD
Erstwhile Professor of Humanities and Cinema at UPRM
Convenor of Practices of Ecosexuality: A Symposium
Fellow at the Humanities Institute, University of Connecticut, Storrs (2012-13)
Project: “Amorous Visions: Ecosexual Perspectives on Italian Cinema”
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Reinventions – Falling in Love with the Humanities? Si, se Puede! When Basic Education Goes Digital

–Dear Fellow Earthlings–

While teaching a two-semester basic course in the Humanities in the past 10 + years, I’ve evolved a narrative about history that focuses on the Earth and all its people, and a series of readings that deploy the diverse and imaginative ways that humans have practiced the arts of love across time and space.

I feel the multiple crises we face today require that this course go digital.  That way everyone can take it from all over the planet.  I believe that would be a great gift.  It would empower people to make love the ecology of their lives in ways they feel inspired to.

Crises result in successful reinventions when there is openness, trust, collaboration.

–These are difficult to generate in times of crisis, and yet that’s when they are really necessary!

–A very wide support is necessary to evolve.

In this context, I am happy to accept the invitation from UPR Carolina, a small campus in the UPR system, to present my project on March 14.  We start at 11 am in the Teatro:

“Falling in Love with the Humanities?  Si, Se Puede!  Course Design Experiences from the Flipped/Hybrid Classroom.”

Don’t you love the beautiful poster they’ve prepared for me?  It’s really neat and I’m excited about the whole thing.

I believe that the humanities are the sciences that help us understand the belief systems we have.  The arts are the sciences that help us invent the belief systems we need.

And I believe that teaching the Humanities from the Point of View of Love and in a way that students love can get students to fall in love with the humanities, appreciate their significance, and become lifetime learners that will require these courses in their curricula.

In a crisis, reinventions are a path to the future.

Reinventions may be a challenge for large institutions because much agility is needed.

In a smaller context, activating the imagination together may be easier.

When we interpret the Arts and Humanities as sciences that help us understand the present and invent the future we need, we would not remotely consider doing away with them.

And yet, when a university is threatened with losing about one third of its total budget from one year to the next, one has to activate the imagination very quickly for a prayer to save these significant learning tools.

That’s what my proposal does.  The millennial generation loves to learn online.  It’s starved for knowledge they can use to invent the future they need.  What we can give them is a structure that will empower them to learn digitally about these things.  That’s what my course does.

The ways that love has been practiced across time and space are so diverse.  They’re so imaginative.  Learning about them is a way to learn about the beauty and diversity of our species.  And thus acquire the tools to co-design the amorous lives one wishes.

This is the reinvention I propose for a basic, two-semester course that’s part of most university curricula in the US and territories.

It has worked well at UPRM.

I’ve produced the Lectures for the period 1500-2000.

I’ve embedded all tests and learning modules in the Canvas LMS system.

I’ve taught the hybrid/flipped form for one semester, Fall 2016.

I’ve measured the results in a Survey and an Encuesta.

Students have given evidence of their love for the course with direct action as course protectors.  When we had a chance to run the course as hybrid/flipped, we created together this inspiring video.

The project is seeking an open heart space, a campus, ecoversity, or other kind of hospitable institution, eager to see it evolve into the next stage.  This could include producing the Lectures for the period Neolithic to 1500, upgrading the first semester to hybrid/flipped, and upgrading both semesters to MOOC, or massive online open-enrollment course.

Access the pdf print of the presentation “Falling in Love with the Humanities?  Si, Se Puede! ” at this link.  Enjoy!  Imagine the project done.

An investment in this project can accomplish many things at once:

  1. Take a basic course for a walk out of the presential classroom.
  2.  Optimize this course so it can be featured in the world-wide digital sphere.
  3.  Get millennial students to fall in love with the humanities and become lifetime learners.
  4.  Get the university that sponsors this project on the map of those institutions that care about the public and offer basic courses for free.
  5.  Offer potential students from all over the world a taste of this institution and attract them to study at the school and become part of the region.

These all seem very desirable things to me.  They can save money too, while keeping quality and even improving it.  I am investing my energies in these possibilities.

Send good energies and wish the project good luck!

Thank you!

drserenagaia

aka Serena Anderlini-D’Onofrio, PhD

header-per-serena
Professor of Humanities and Cinema
Convenor of Practices of Ecosexuality: A Symposium
Fellow at the Humanities Institute, University of Connecticut, Storrs (2012-13)
Project: “Amorous Visions: Ecosexual Perspectives on Italian Cinema”

 

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Your Experience in Humanities 3112-Hybrid: Humanities and Love

Evaluation Survey Humanities 3112 – Hybrid Fall 2016

The Survey: “Your Experience in Humanities 3112-Hybrid”

šThis anonymous Survey was called “Your Experience in Humanities 3112-Hybrid.”

šThe study measures the quality of the educational experience in the Hybrid Sections of the course Humanities 3112, with thematic organization: Humanities and Love.

šThe Survey assesses the quality of interdependent and integrated elements in the distance and presential  modules of the course which constitute the Hybrid modality.

šThe Survey integrates elements of the experiential segment of the COE (Cuestionario de Opinion Estudiantil), of the “best-practices” empirically formulated by CREAD, and of the Objectives of the Course, as described in the syllabus.

šThe Survey: Characteristics

The course is an integrated study of the Humanities from 1500 to the present.

šRespondents are from the first three sections of the course taught in a Hybrid modality in the Fall of 2016.

šThe Survey was taken anonymously by participating students.

šIt was open on the Canvas LMS portal from November 10 to the 22.

šParticipation was 78.5 %, with 55 students responding over a total of 70 currently in the course.

šThe Survey has 40 questions, with the results of each reported below.  In-Progress results speak of an overwhelmingly positive experience.  For details skip to penultimate slide.

The Survey is available at this link.

šIn-Progress Results

Event from a first glance to the percentages obtained in the top two options in each questions (Excellent and Very Good), it appears that the Hybrid course was an overwhelmingly positive experience for a vast majority of enrolled students.

šMore specific insights into the “best practices” that work well in this course and other similar courses may be inferred from a more specific analytical observation and discussion of the results in each question and cluster of related questions.

Thank you!

Questions, comments, observations?

 

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Practices of Ecosexuality and Sex-Positive Education: Symposium Too

Prácticas de Ecosexualidad y la Educación al Sexo Positivo: Simposio Dos

CALL FOR PROPOSALS – CONVOCATORIA
OPEN NOW – Expires Nov 30, 2016

This event is an EXPLORATION of #ECOSEXUALITY and #SEX-POSITIVITY for the people of Western Puerto Rico, for all interested students, colleagues, community members of UPRM.

• What is #Ecosexuality?
• What is #Sex-Positive #Education?
• Where #Ecosexual #Health and #Love an #Sex-Positive #Education converge?
• How can the #EcosexualMovement and the #Sex-PositiveMovement help us co-create abundant ecosexual health, expression, and love?
• What is the transformative potential of these practices for our ecosystems, our regions, ourselves, and the partner we all share: the Earth?
• How can we bring their excitement and effervescence into our lives, communities, learning practices, and academic discourse?

A bilingual event – Un evento bulingüe
Deseas experimentar el simposio de manera mas profunda? Solicita unirte a nuestro equipo bilingüe
Want to experience the Symposium more deeply? Ask to join our bilingual team

These and more questions will be addressed in three days of symposium activities designed to offer a diversity of participating options.

Suggested topics include:
Ecosex, Sex-Positive Ed, and any or all of the following:
Health, diversity, consent, ecology, intersectionality, amorous behavior, relationships, fluidity, inclusiveness, genders, orientations, colonialism, nature, science, the internet, sex work, the adult industry.

Welcome contributions include:
Panels, videos, keynotes, films, dialogues, staged readings, book presentation, poems, songs, workshops, and more.

WHERE/WHEN:
ANNEX TO THE CAFETERIA (aka SALON TARZAN), RUM, FEB 1-3 – 10 AM – 8 PM
Followed by TE AMO PLAYA AZUL THREE and visits to local initiatives on Feb 4-5

Symposium Too is based on Ecosexuality: When Nature Inspires The Arts of Love, Serena Anderlini and Lindsay Hagamen eds. The first world-wide collection of writings on this topic, the book brings together the voices of 30 leaders to converge the multiple energies of the ecosexual movement.

Ecosexuality and Sex-Positivity are global and local movements. We welcome contributors from anywhere they might come. Welcome to Western Puerto Rico, a nature’s paradise in the dry season of February. We support you in enjoying a fun, healthy stay. We regret that we cannot cover travel, accommodation, or ground transportation expenses. We strongly encourage donations that will help us cover homemade meals, tasty and healthy. We will connect you with our generous and helpful welcome team!

Wonder what’s #Ecosexuality, what’s #Sex-Positive #Education? No mystery. Here are some taglines for inspiration:

• The Sex-Positive Movement embraces sexual diversity and expression and emphasizes safe sex and consent. It advocates education to sex and has its roots in the work of Wilhelm Reich.
• Ecosexuals envision the Earth as a lover and Eros as the untapped renewable energy of our time.
• Ecosexuality is the cultural practice that enables our species to reconnect our metabolism to the metabolism of the Earth.
• Ecosexual Love reaches beyond genders, numbers, orientations, ages, races, origins, species, and biological realms, to embrace all of life as a partner with equal rights.
• Make love is the ecology of your life. Love the Earth you make love on.

Abstracts and bios to serena.anderlini@gmail.com. Keep the total under 500 words. November 30 very last day. Make sure you use your favorite language.

This event is part of the multi-clustered project Islas Maravillas: Ecosexuality Education and Extensive Research at UPRM. Interested? Ask us about it.

Join us! Invite your students, colleagues, family, beloveds, neighbors, partners, friends.
SOCIAL MEDIA: Facebook, Twitter, Blog www.serenagaia.org/blog-2/

Lodging and travel info posted to Facebook event, here.

DOWNLOAD the CALL for PROPOSALS here.

Be part of the project!  We look forward to your enthusiasm and participation.

ecosexsymp2-sexposed-2017call-copy

UPDATES–

The Symposium is now also a CURSO CORTO that students at UPRM can take for one credit.

To view and download the course flier go here.

Student will need an enrollment sheet pre-signed by the Director of Humanities.

To view and download the Hoja de Matricula Prefirmada go here.

We hope to see you all at the symposium and course.

In love,

screen-shot-2016-10-09-at-6-00-29-pm

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Yay! May Day and the Experiment of Teaching Justice – “Debts” and Humanities First Hybrid

Dear Earthlings–

Rejoice with me!  Today, May 5th, 2016, I found out the requirement has been waived.  My two first hybrid sessions of H-Humanities 3112, Humanities and Love, are now being offered to all interested UPRM students.  I hear they filled up in a flash.  They’ll start in August.  I’m really happy to offer this service and learning opportunity to students who love to learn online.  Yay!

Read more about the saga below:

Today, April 30th, 2016, marks the first anniversary of my lynching by the Department of Humanities at UPRM.  That was really a very traumatic time.  I felt so bad I wanted to retire.  What was the big fight about?  Teaching in a part-online modality called “hybrid.”  The gory details are in two affidavits filed with the authorities of the campus.

A year later, my priority proposal has been approved of.  Woooow!  It’s H-Humanities 3112, from early modern to present time, with a focus on love.  The historical content– all freshly produced from what I call a public-private alliance between my 3WayKiss non-profit and the UPR–is all online.  It’s now a gift to the creative commons for those who believe in knowledge as love.  Enjoy it here! 

The Department even listened to the Proposal for Revitalization I designed, called “Action.”  The Prezi I made for the occasion is really fun.  You can watch it here: it’s public.  Colleagues listened carefully and a bunch of intelligent questions came after. What a great sign!  The gift economy is rich with imagination, and I do hope new life emanates from this proposal study.

However, as it turns out there is still a caveat.  Apparently, the Office of Academic Affairs now wants me to run a human experiment with my newly approved hybrid modality.  I think it’s a bad idea, and have expressed such.  Why?  Well, for any given course, a presential session must run parallel to any hybrid one.  That’s for purposes of comparison, authorities claim.  But the reality is that when teaching in a hybrid modality, to keep comparable standards and obtain comparable results, one must run a much more complex battery of tests and exams.  Memorization is not what does it.  Appropriate online tests are designed to train students in activating their minds and in thinking about what they’re studying. The tests are super time consuming and could never be run in class.  They really engage students who love to learn online.

So basically the human experiment Academic Affairs recommends is on in which one has to treat one group different from the other.  Now, I’ve never cared to be known as an easy-A professor.  But there hasn’t been a time when students have not found me to be very competent and just.  The hybrid modality I designed intended to alleviate their experience of learning in a degraded environments like our building, infested by dirty air-conditioner filters, fungi, asbestos and rats.  Something from which they suffered just as much as I did.

Now, if I did what Admins recommend,  I would probably risk my reputation as both competent and just, while I would also lose the best students’ trust.  What’s more, this human experiment would probably result in turning young minds off the desire to learn that spontaneously arises from their loving, enchanted minds.  Ouch!

One can certainly tell that the rules for online teaching modalities have NOT been designed by those familiar with the practice.  I can very well teach all my H-Huma 3112 sessions as hybrid next semester.  Students will be delighted, and that’s why I asked.

In a Puerto Rico crumbling under a debt much of which was fraudulently acquired, one would hope that common sense would prevail. There’s plenty of past and future session in the conventional style for comparison.  Wouldn’t this be a great time to support one another, and make the best of what little we have left?

May Day tomorrow is a time when we the people of the island  prepare for gathering in front of the Capitol, in San Juan, to reclaim our right to be treated like citizens.  I have my body sign ready.  It says: The people of Puerto Rico negotiate the debt.  Yes, the people and the land count.  More than whatever mess was engineered by financial capital and is now called “debt.”

A public university has the responsibility of behaving in ways that honor its commitment to knowledge, impartiality, and justice.  Beyond any ill fated or poorly conceived regulations.  I hope the Admins in question model this with their practice.  My right to be a teacher that’s competent and just is sacrosanct.

I have a request out to the Dean of Academic Affairs.   I hope the response comes fast.  Citizenship is a way of being one acquires when one stands by the principle that the laws and rules are made for the people and not vice versa.  Let’s practice that now!

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It’s a GO – First Hybrid/Blended Sections of The Humanities and Love at UPRM

Dear world–

The proposal below was approved in April 14th, 2016.  It is for a hybrid/blended edition of the course Humanities 3112, thematically organized as The Humanities from the Point of View of Love.

Two sections of H-Humanities 3112 have been opened for the August 2016, offering.  They filled up quickly.  A third section was opened later, and it filled out as well.  This makes me feel they respond to a need and I’m very happy.

20160818_151641The Fall 2016 semester just started and I feel very happy that students in my courses can actively choose a hybrid/blended modality.  They are very excited to study the Humanities from the Point of View of Love.  My intent for the semester is that in the context of the new modality, the theme and the experience of being in the course align in more effective ways.

It is great to have one’s academic freedom returned.  It makes me love my job again.

I am also very happy about the new administrative stability the department has found under the directorship of Hector Huyke and Jeffrey Herlihy.  This happy resolution and new homeostatic balance was the work of a considerate and tactful colleague, Roberta Orlandini.  I am very grateful to her as well.

Proposal’s Documents–

My Proposal for a Hybrid Edition of an Existing Humanities Course at UPRM is coming up for evaluation.

It required the preparation of a Proposal Package composed of documents and online course materials.

It is the first time that a proposal like this is on the table.  Therefore I am making the whole package accessible here.

Proposal for a Hybrid Edition of Humanities  3112 at this link.

Hybrid Humanities 3112 – Template Syllabus at this link.

Conventional Humanities 3112 – Template Syllabus at this link.

Narrative Comparing Hybrid and Conventional Editions at this link.

Letter of Collaboration from CREAD at this link.

Online Course Content: Nine One-Hour Lectures on Early Modern and Modern History at this link.

Enjoy!

A Final Comment–Let’s Stop Discrimination against Bisexual People

This process started three years ago.   I believe it took so long to get this approval because my department and university are aware of my bisexual orientation (from my research) but not aware of how bisexual people are discriminated in the workplace.  So inadvertently they treated me differently from non-bisexual people.

An article I published in BiTopia (2011) indicates very clearly how bisexual people are typically treated in the workplace.  This type of discrimination is very different from that experienced by most monosexual people, for example, gays and lesbians, who are often oblivious to it, if not inadvertently complicitous.

In most workplaces where awareness of this kind of discrimination is not present, bisexual people are typically considered both “unpromotable” and “unreliable” because they are interpreted as people in-transition, confused, and unstable.  No matter how inconsistent that interpretation may be with reality, bisexual people are discriminated accordingly.  Bisexual people are the largest group in the LGBT spectrum.  We are a large group made to suffer in silence a lot.

I wish this kind of discrimination to stop, for all those it might affect, including myself.  Therefore I am making this article accessible in its pdf form here.

The research was conducted by Heidi Bruins Greens, Nicholas Payne, and Jamison Green.  Blessings to their efforts!

If you’re not aware of discrimination patterns against bisexual people, here’s a great opportunity to educate yourself.

Thank you.

Enjoy!

Revised August 22, 2016

 

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Ecosessualità: Un corso sulle arti dell’amore consapevole

Ecosessualità: Un corso sulle arti dell’amore consapevole 

Solo 500 Euro fino al 30 giugno!

Robert Silber, M.S., LMT e    
Serena Anderlini-D’Onofrio, PhD 

insegnano il primo corso interamente bilingue 
sull’ecosessualità e le arti dell’amore condiviso

Desideri che ti accompagni quella persona del cuore?
Offri un certificato regalo di 50 Euro

Descrizione

Desideri espandere la comunità di persone con cui condividi amore, fiducia, rapporto, intimità e piacere?  Hai voglia di sviluppare i tuoi talenti di artista dell’amore?
Siamo convinti che l’amore sia un’arte.  Se sviluppata consapevolmente, quest’arte dell’amore può apportare creatività, gioia e pace alle nostre vite e al mondo.  Desideriamo condividere con te le nostre conoscenze delle arti di amare e guidarti a sviluppare le tue.  Portare più fiducia, allegria, e abbondanza nella tua vita amorosa fa bene a te, agli/e altri/e e al pianeta.
Il corso facilita il tuo sviluppo come artista dell’amore consapevole.  Aumenterà il tuo potenziale come risorsa d’amore per le tue comunità e reti di amicizie.
Iscriviti con noi per cinque giorni di esercizi e attività che ti stimoleranno la mente, il corpo, e il cuore.  Pratica le tecniche di comunicazione che aiutano a sentirsi più presenti e legati agli/e altri/e.   Esperimenta le modalità di tatto e massaggio che portano all’estasi.  Condividi profondamente con coloro che come te risuonano con passione per la verità, la comunità, e la bellezza delle relazoni autentiche.  Impara ad apprezzare i tuoi talenti per l’espressione erotica e ad usarli piacevolmente e rispettosamente.  Sii presente alla tua natura di risorsa d’ amore.
 
Dove: Casa di Fervento – Boccioleto
Via Val Sermenza 18, Varallo (Vercelli)
Quando: 16-21 luglio, 2011
Costo del corso: 500 Euro per persona
POSTI LIMITATI!  Iscriviti ora per solo 
500 fino al 30 giugno

Pensione completa con 
opzione vegetariana:
350 Euro da pagarsi all’arrivo
Per la cucina genuina della famosa Stella Procopio 
Ora sono anche disponibili appartamentini 
al vicino Residence Pineta

Alcune delle questioni che intendiamo affrontare includono:

Come può una sensualità consapevole migliorare le proprie relazioni sessuali e agire come forza di pace e giustizia nel mondo?  Come possiamo pienamente apprezzare e sviluppare i nostri diversi talenti per l’amore e l’espressione?  È possible vivere in uno stato di maggiore intimità (non necessariamente di tipo sessuale) con un’intera comunità invece che solamente con un’altra persona?  Che ruolo può avere nello sviluppo personale e globale una rete espansa di amicizie amorose che condividono questi desideri?  Come possiamo soddisfare le nostre necessità di contatto e intimità anche in relazioni che non siano sessuali?  Come possiamo dar sfogo alle nostre emozioni ed esprimere la nostra verità personale in modo da rafforzare la fiducia, costruire rapporto, e creare comunità?

Tu ci porti i tuoi unici talenti.   
Noi ti appoggiamo nella scoperta delle arti dell’amore consapevole.
Proprietà intellettuale condvisa di 3WayKiss e Conscious Sensuality

Desideri iscriverti con chi viene con te?  Offriamo sconti speciali per due o tre partecipanti che si iscrivono insieme! 
POSTI LIMITATI!  Approfitta ora!

Corso Ecosex – for 2 or 3

Who we are and why we teach this:
 

Robert Silber, M.S, LMT: Since entering the realm of conscious sensuality, he has studied and taught with the Network for New Culture, One Taste, Essensual Evolution (co-founder), and worked with many sacred sexuality and tantra teachers. He practices ashtanga yoga, is a licensed massage therapist, and loves to give massage incorporating the elements of lomi lomi, thai, cranial sacral and pelvic release techniques in a process that is deeply empowering and transformative.  He also provides conscious sensuality coaching via phone/email/in person.
He is a nature lover, master gardener, and was appointed by Robert Kennedy, Jr. as a Riverkeeper. He has worked in the fields of environmental activism, political organizing with Sierra Club, is a certified permaculture designer and co-founded an intentional community and environmental education center in Hawai’i.
He brings these two aspects together in the Kipuka Temple Community, where he has provided a framework of sensual living involving beautiful spaces, permaculture gardens, sustainable living, spiritual cultivation, and perhaps most importantly – a community grounded in conscious communication and intimacy building.
From this location, Robert travels to the mainland and internationally to lead workshops and events.  He is currently finishing a book on conscious sensuality, community and sustainability.
Serena Anderlini-D’Onofrio, PhD, is a writer, professor, leader, healer, and activist in the paradigm shift toward a Gaian future where humanity makes peace with our hostess planet. She is a successful coach and workshop leader working on polyamory and bisexuality issues. She believes that the Sacred Sex Movement, the Global Ecology Movement and the Holistic Health Movement are part of this paradigm shift. She is currently active in the global Polyamory, Bisexuality, Ecosexuality, and AIDS Dissidence movements and communities. Her latest book, Gaia & the New Politics of Love: Notes for a Poly Planet, was released in September 2009, from North Atlantic Books, Berkeley. It is now available digitally in Kindle edition, and is a Silver Winner in Cosmology and New Science for the Nautilus Book Awards. Serena is a world class keynote speaker and workshop leader who has presented in California, Washington State, New England, the United Kingdom, and Greece. She also coaches clients on ecosexuality and relatedness issues.
Serena offers coaching sessions to participants interested in healthy, sustainable inclusive relationships.
Robert offers conscious sensuality sessions to interested participants.  
http://polyplanet.blogspot.com
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Ecosexuality: When Ecology and Sexuality Come Together – In January 2011 at UPRM

Ecosexuality: When Ecology and Sexuality Come Together
Ecosexualidad: cuando la ecologia y la sexualidad se encuentran

Este CURSO NUEVO es un seminario avanzado en las Humanidades que se ofrecera en enero 2011.

It is dedicated to exploring ecosexuality, a movement, orientation, practice, and a theory of love.

What is ecosexuality?  How did the concept come about and why it matters?  How can it help us to explore the intersections between ecology and sexuality, science and the humanities, global and personal health and love?  How does ecosexuality intersect with other orientations and practices of love, including those common among gays, bis, straights, polys, swingers, metrosexuals, and so on?  How does ecosexuality contribute to defining our relationship to the environment, to technology, the natural elements, and the web of life that sustains our species?  Is nature our enemy, mother, hostess, all of the above? 
      Books and films in the assigned list may include: Sexual Fluidity, by Lisa Diamond; Sex at Dawn, by Christopher Ryan and Calcida Jetha; Gaia and the New Poltics of Love, by Serena Anderlini; Polyamory in the 21st Century, by Deborah Anapol; Mystery Dance, by Lynn Margulis and Dorion Sagan; Microcosmos and Acquiring Genomes by Lynn Margulis; Sirens, by John Duigan; Shortbus, by John Cameron Mitchell; An Inconvenient Truth, by Davis Guggenheim; Sluts and Goddesses, by Annie Sprinkle; and House of Numbers by Brent Leung.

Dr. Serena Anderlini-D’Onofrio, PhD, gave the opening remarks at the world’s first Symposium on Ecosexuality in Los Angeles on Oct 24, 2010.  She is the author of Gaia and the New Politics of Love, a seminal text of ecosexual theory.  She blogs at http://polyplanet.blogspot.com
       Excellent reading knowledge of English necessary, Spanish used in class.  
       Research paper expected at end of course.
       !Una oportunidad de no perder!
Offered as Humanities 4995 to begin in January 2011, Tues and Thurs at 5-6:15 PM.
Enroll: see Dr. Noemi Maldonado, Associate Director, Department of Humanities, Chardon 504, Noemi.maldonado@upr.edu
Email questions for Dr. Anderlini at serena.anderlini@gmail.com

The Earth as Lover, art credit to Megan Morman and Cindy Baker.

http://polyplanet.blogspot.com
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