Exploring the Contributions of Indian Philosophy in Cultivating the Inner Potential of Educators: A School Administrator's Quest for Self-Realization

Mitchell-Pellett, Mary-Ann

Exploring the Contributions of Indian Philosophy in Cultivating the Inner Potential of Educators: A School Administrator's Quest for Self-Realization

atmire.migration.oldid	1207
dc.contributor.advisor	Jones, David
dc.contributor.author	Mitchell-Pellett, Mary-Ann
dc.date.accessioned	2013-08-07T18:26:07Z
dc.date.available	2013-11-12T08:00:09Z
dc.date.issued	2013-08-07
dc.date.submitted	2013	en
dc.description.abstract	This qualitative auto-ethnographic study was an exploration of the relevance of personal wholeness in my life as a teacher and an educational leader. It allowed me to further understand the ways I became “divided” from my True Self through the “deforming” processes located in many cultural contexts, which included educational institutions. This study also examined the reasons that I - a middle-class white female Canadian raised in a popular Western Christian faith - embraced Eastern (primarily Indian) philosophy on my healing journey. My story revealed the “delusion of separateness” from True Being, and the ways that I was reunited with my fundamental essence through a transformational process supported by Indian teachings and practices. Seven other educator participants accompanied me on this journey: four from Canada and/or the United States and three from India – all practitioners of a form of Indian philosophy. This research project analyzed data obtained through participant in-depth interviews and was triangulated with other data sets including their personal narratives, and a focus group. Self-data that was analyzed and shared throughout this study include personal journals, autobiographical writings, and essays and assignments collected over a ten-year period. This study identified three interconnected processes that were crucial to the unfolding of personal wholeness: Calling - Honoring the Call to Wholeness; Turning - Discovering Portals to Wholeness; and Walking - Living into Wholeness. This unfolding of Being, not only personally benefitted the participants, but also provided a variety of benefits for their students, colleagues, and educational institutions they served.	en_US
dc.identifier.citation	Mitchell-Pellett, M. (2013). Exploring the Contributions of Indian Philosophy in Cultivating the Inner Potential of Educators: A School Administrator's Quest for Self-Realization (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26107	en_US
dc.identifier.doi	http://dx.doi.org/10.11575/PRISM/26107
dc.identifier.uri	http://hdl.handle.net/11023/860
dc.language.iso	eng
dc.publisher.faculty	Graduate Studies
dc.publisher.institution	University of Calgary	en
dc.publisher.place	Calgary	en
dc.rights	University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject	General
dc.subject	General
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dc.subject	General
dc.subject.classification	Leadership	en_US
dc.subject.classification	Spirituality	en_US
dc.subject.classification	Formation	en_US
dc.title	Exploring the Contributions of Indian Philosophy in Cultivating the Inner Potential of Educators: A School Administrator's Quest for Self-Realization
dc.type	doctoral thesis
thesis.degree.discipline	Educational Research
thesis.degree.grantor	University of Calgary
thesis.degree.name	Doctor of Philosophy (PhD)
ucalgary.item.requestcopy	true