MY TEACHING PHILOSOPHY
I consider myself a facilitator more than a 'teacher.' My deepest commitment is to emphasize my clients' and students' innate and autonomous abilities to self-heal and learn with me, rather than simply working 'on' them or teaching 'at' them.
Over the past eight years, I've taught and facilitated experientially informative gatherings in a variety of contexts: from university classrooms, to large events at international festivals, to extended-format, multi-month long cohorts via Zoom. Teaching and facilitating group experiences feels like the most meaningful work I can be doing here on Earth and I feel blessed beyond belief to have the trust of those who have chosen to study and explore this work alongside me.
ONGOING OFFERINGS
While I am currently finalizing the development of online coursework for working with humans, I have a four-part Working with Animals course series available to all who are interested in deepening their capacity to hold and support life through both hands-on and hands-off work with animals. The full course includes nearly 20 hours of learning material via direct teaching of techniques, facilitated practice experiences and deeply informative group Q&A sessions. The course can be purchased either in sections or as a four-part series (however, Course One: 'An Intro to Working with Animals' must be completed before courses two through four can be purchased.) Please click here for more information.
AN INVITATION INTO THE RELATIONAL FIELD
These days, I do not extensively plan my course material aside from creating outlines with specific learning goals in mind. I've found that the most meaningful teaching material often comes through when I'm put "on the spot" and genuine questions are asked from the emergent space that my groups create each time we gather. Through leading an ongoing research group of practitioners and enthusiasts around the world every single Thursday for the past year, I have witnessed countless transformational processes occur through simply 'reading the field' and allowing our group to bring forth unique forms of its own innate learning outcomes each week. I've taken the principles herein and applied them to my other groups (such as the Working with Animals curriculum) and I've found tremendously meaningful group dialogue and explorations result from simply listening and sharing content when I am asked for it directly, rather than pushing my format onto the group. This means that those who study with me regularly emerge with an embodied and empowered sense of the work with which they can resource themselves from when they are called upon to apply any of the techniques or approaches to this work that we cover.