<p> In learning to be a yoga teacher, the focus is largely on <i>what </i> is being taught, in other words, the physical techniques such as <i> asana</i> (posture) and <i>pranayama</i> (breath). There is substantially less focus on who teachers are as individuals despite research from neuroscience which suggests that <i>who</i> teachers are may be far more important to students' learning than what they are teaching. This thesis dives into the question of who yoga teachers are as individuals through the lens of authenticity. Drawing on transformative learning theory, Jung's theory of individuation, and the stories of eight teachers who have wrestled deeply with this question, this thesis explores the process of developing authenticity in the context of teaching yoga. This study finds that authenticity results from one's journey of individuation, which although personal in nature is supported by relationship to self, Self and other (mentor, teacher, therapist). </p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:1538857 |
| Date | 24 July 2013 |
| Creators | McNairnay, Moira |
| Publisher | Prescott College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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