Practical Tools for Personal Wellness (2225.YR.014616.1)

General information

Type:	OPT	Curs:	1,2,3,4	Period:	S semester
ECTS Credits:	2 ECTS

Teaching Staff:

Group	Teacher	Department	Language
Year 1	Teodor Mellén Vinagre	Ciencias Sociales	ENG
Year 1	Josep F. Mària Serrano	Ciencias Sociales	ENG

Group	Teacher	Department	Language
Year 2	Teodor Mellén Vinagre	Ciencias Sociales	ENG
Year 2	Josep F. Mària Serrano	Ciencias Sociales	ENG

Group	Teacher	Department	Language
Year 3	Teodor Mellén Vinagre	Ciencias Sociales	ENG
Year 3	Josep F. Mària Serrano	Ciencias Sociales	ENG

Group	Teacher	Department	Language
Year 4	Teodor Mellén Vinagre	Ciencias Sociales	ENG
Year 4	Josep F. Mària Serrano	Ciencias Sociales	ENG

Interest in personal growth (inner life, values. meaning of life...)

Capacity to stay in silence for 5 minutes.
Interest in self knowledge.

Presential teaching: 18h
Work at home: 6 hours

Otto Scharmer, professor at MIT and author of the "U-Theory?, contends that mankind is suffering atriple divide:

a) the environmental divide (between humans and nature);
b) the social divide (among humans);
c) and the spiritual-cultural divide (disconnection between the human self and his deep Self).

The answer to the environmental divide is called sustainability; the answer to the social divide is calledresponsibility; the answer to the spiritual-cultural divide is called spirituality.
If Management is a discipline aimed at solving the main challenges of mankind, then it has toincorporate sustainability, responsibility and spirituality. The incorporation of spirituality (or thespiritual dimension) in the business context and to Higher Education is growing in importance(Barbezat & Bush, 2014, Helber et al. 2012, Shapiro et al. 2011).
This Course on "Practical Tools for Personal Growth" is an introduction to spiritual practices forManagement students. Spiritual practices include a wide range of activities aimed at developing thepersonality of the whole person (body, mind and spirit). In line with Otto Scharmer's approach, thiswellness is reached as a result of the transformation of the relationships between the self and nature;self and society; and self and the deep Self.

We shall present different personal growth practices according to the classification of "the tree ofcontemplative practices": stillness, movement, relational, activist, creative, generative, ritual/cyclical.
The goal is the understanding and practice of inner-life tools to help in the student's professional andpersonal growth.

1. Introduction. Stillness Practices -Body and Breath Meditation

2. Generative and Creative Practices - Mandala

3. Relational practices- Contemplative dialogue

4. Movement practices - Tai Chi, Dance

5. Stillness Practices - level 2 (Body, Breath, Mantra)

6. Activist Practices - Visit to NGO and Wtiness of solidarity

Every session will reproduce the following method:

a) Short technical introduction to the practice,
b) Time to practice.
c) Individual evaluation.
d) Comments in group: how to practice better; how can the practice transform my relations withnature, society and deep Self.

Barbezat, Bush (2014) "Contemplative Practices in Higher Education. Powerful Methods to transformteaching and learning? APA PsychNet, American Psychological Association
Helber, C., Zook, N. A., & Immergut, M. (2012). Meditation in higher education: Does it enhancecognition?. Innovative Higher Education, 37(5), 349-358.
Mària i Serrano, J. F. "Meditar es vivir humanamente? Razón y fe
Mària i Serrano, J.F. (2018) Hacia el corazón del mundo. Barcelona: Claret.
Mària i Serrano, J.F. (2019) Signos de una presencia: mística diaria. Boadilla del Monte (Madrid): PPC.
Ramsburg, J. T., & Youmans, R. J. (2014). Meditation in the higher-education classroom: Meditationtraining improves student knowledge retention during lectures. Mindfulness, 5(4), 431-441.
Robinson, P. (2004). Meditation: Its role in transformative learning and in the fostering of anintegrative vision for higher education. Journal of Transformative Education, 2(2), 107-119.
Scharmer, O. (2007) Theory U: Leading from the emerging future San Francisco, Berret-Koehler.
Senaki, N. (2010). 101 Zen Stories. Montana (USA): Kessing Publishing.
Shapiro, S. L., Brown, K. W., & Astin, J. (2011). Toward the integration of meditation into highereducation: A review of research evidence. Teachers College Record, 113(3), 493-528

Group	Teacher	Department
Year 1	Teodor Mellén Vinagre	Ciencias Sociales
Year 1	Josep F. Mària Serrano	Ciencias Sociales

Group	Teacher	Department
Year 2	Teodor Mellén Vinagre	Ciencias Sociales
Year 2	Josep F. Mària Serrano	Ciencias Sociales

Group	Teacher	Department
Year 3	Teodor Mellén Vinagre	Ciencias Sociales
Year 3	Josep F. Mària Serrano	Ciencias Sociales

Group	Teacher	Department
Year 4	Teodor Mellén Vinagre	Ciencias Sociales
Year 4	Josep F. Mària Serrano	Ciencias Sociales