This research study documents a schools journey in how to learn about self-regulation and integration. The purpose of this co-operative inquiry was to make the new knowledge in neuroscience accessible to our community, and to find ways of operationalizing our learning into action. A co-operative inquiry methodology was selected. Three phases of the inquiry model were completed. Documentation was collected through artefacts, a Thoughtstream Survey, reflections, a dialogue circle and field notes. The initial data analysis was done through the documentation process, the intermediate analysis was done in the reflective process and the advanced data analysis provides the overarching themes throughout the study. Creating an integrated learning community requires explicit and intentional relationship building. Crafting a container for participating fully in a discovery of self and others involves seeing learning as a journey and engagement in co-operative activities. Discovering interdependence entails developing relational strategies that both build identity and connections. Participating in community events provided the lived emotional experiences from which we built our meta-cognitive thinking and reflection. Participating in attuned relationships lead us to the discovery of wise action grounded in the “we.”
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Thesis advisor: Mamchur, Carolyn
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