Blog Archives

Consider for a moment the difference between what are good tools for assessment, and what are good tools for treatment. And when those two are synonymous, and when they’re not.   (Often, this assessment/treatment schema is a bit of a … Continue reading →

I heard some words from a colleague* that changed the way I research for my work, and prepare to teach. I want to pass those words on here. “It takes a lot for me to open up to read something … Continue reading →

I think we are being asked, right now in our current politics and daily conversations alike, to bring the Greek revolution of the mind down into the heart. There is one principal in particular, of Aristotle and the sophists, that … Continue reading →

Learning “good alignment” can be a helpful, liberating teaching. It can also become a cage, reinforcing neuroses and fragility. These two seemingly opposite truths — that alignment-based work can be both liberating and enslaving — share a common root. That root … Continue reading →