About the author |
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vii | |
Acknowledgements |
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viii | |
Introduction to the series |
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1 | (10) |
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Why are these workbooks needed? |
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1 | (1) |
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2 | (1) |
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3 | (1) |
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What perspectives and approaches will they use? |
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4 | (5) |
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Points and prizes: something for nothing |
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9 | (1) |
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9 | (2) |
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11 | (8) |
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12 | (1) |
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12 | (1) |
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12 | (2) |
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14 | (1) |
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Relational and balanced creativity within the universe |
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15 | (4) |
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19 | (6) |
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19 | (1) |
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The experience of things `flowing' |
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20 | (2) |
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Can time really speed up and slow down? |
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22 | (1) |
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Our conceptions and perceptions of time |
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23 | (2) |
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25 | (10) |
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The self as relational, integrated and complex |
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26 | (2) |
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The problem of blurry and leaky boundaries |
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28 | (2) |
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30 | (2) |
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32 | (1) |
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Why is all this important to health practice? |
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33 | (2) |
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35 | (12) |
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35 | (1) |
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36 | (1) |
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Philosophical perspectives of consciousness |
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37 | (4) |
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Scientific perspectives of consciousness |
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41 | (3) |
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Mystical perspectives of consciousness |
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44 | (1) |
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So what does this all mean for health practice? |
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45 | (2) |
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47 | (8) |
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The strange disappearance of you |
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47 | (1) |
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The `big three' relationships |
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48 | (1) |
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48 | (2) |
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The strange (but very important) notion of co-creation |
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50 | (1) |
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Different perspectives of different relationships |
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50 | (2) |
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Why is this important to health practice? |
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52 | (3) |
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Chapter 6 Truth, language and meaning |
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55 | (10) |
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56 | (1) |
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The relationship between truth, meaning and language |
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57 | (1) |
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58 | (1) |
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58 | (2) |
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60 | (1) |
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61 | (1) |
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A fairy tale to help us find truth |
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62 | (2) |
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Why is this important to health practice? |
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64 | (1) |
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Chapter 7 Knowledge and intelligence |
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65 | (10) |
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66 | (1) |
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67 | (1) |
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What is the relationship between truth, belief and knowledge? |
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67 | (2) |
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What are the foundations of knowledge? |
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69 | (1) |
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70 | (1) |
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How do we apply our knowledge in practice? |
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71 | (1) |
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Why is this important to health practice? |
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72 | (3) |
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Chapter 8 Health and health practice |
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75 | (12) |
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75 | (1) |
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What can health be described as? |
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76 | (2) |
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78 | (1) |
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How can we differentiate between `good health' and `bad health'? |
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78 | (1) |
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Health and health practice as co-creations |
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79 | (2) |
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Skilful health practice: knowing and being |
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81 | (1) |
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Health and health practice as integrated harmonic balance |
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82 | (2) |
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Health practice as a two-way process |
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84 | (3) |
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87 | (22) |
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88 | (1) |
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We are all artists (and scientists) |
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89 | (1) |
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How do we create in practice? |
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89 | (1) |
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Dissonance: the trigger for creativity |
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90 | (2) |
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Models and theories of the creative process |
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92 | (1) |
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93 | (3) |
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Creative tension and creative dance |
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96 | (2) |
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The importance of expertise |
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98 | (1) |
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Creating space and escaping tyranny |
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99 | (2) |
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Finding creative states of mind |
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101 | (1) |
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Being more creative in practice |
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102 | (7) |
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Chapter 10 Integrating everything (and nothing) |
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109 | (18) |
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110 | (2) |
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Reflective practice (or paralysis?) |
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112 | (1) |
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112 | (2) |
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The development of expertise |
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114 | (1) |
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Beginner's mind: meta-competence |
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115 | (2) |
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117 | (2) |
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Zooming in and zooming out |
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119 | (1) |
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120 | (1) |
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Integrated practice as a `meta-level' of reflective practice |
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121 | (2) |
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123 | (4) |
Notes |
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127 | (20) |
Bibliography |
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147 | |