The Purpose  of   HEALING - K.I.S.S. - as stated 12 years ago - was and is   to help me and my potential P E E R s  "to HEAL ourselves into WHOLEness, and - by extension - all of CREATion!"

Intro to Healing-K.i.s.s. 2001-2013 and Overview of its main libraries [If you look for a word on this page, click ctrl/F and put a word in "find"]

I focus my experiencing and awareness on being "a   pioneer of  Evolution  in  learning  to  feel": I let my Body vibrate and my Heart 'womb' pain, shame, fear, boredom, powerlessness, so feelings can >heal >guide>fulfill>evolve, and ~~~ offer ~~~"goldmines"~~~ to us all!! "I want you to feel everything, every little thing!"

The FOCUS of MY INTENTION TODAY
Know exactly what you want, communicate clearly what you want, then get out of the way, live and play, and let happen what may!
8:00
I desire on this Shabbat to follow my desire of whatever I want to create or learn or think of
- free for one day of my compulsion to complete the last 7 pages despite the 5 days ahead, in which little "kisslog" might be possible.
I desire that having been guided to see this hope-raising doc about "The Roots of Empathy"
may be a sign, that this Shabbat of uninterrupted togetherness of Tomer (13.8) and Mika (2.7)
will bring experiences which will melt or at least - mellow, the fears and the reflection of fears.
I desire that father&son, stepmother&stepson, stepsister&stepbrother will fuse into one family,
and play a drama together in which each one will grow through excitement & challenge & joy.

	(5) (6)

hodayot [thanksgivings] for today
8:45 My Body, my Partner, my God
I give thanks for your deep sleeping and dreaming tonight,
with only one interruption because of cramps in my feet,
and please show me how to heal this longstanding problem of cramps.

I am grate-full for the changes in the world,
exemplified by pioneering endeavors in schools (Europa Schools in Berlin)
and by pioneering programs even in Israel's television
("Good Intentions", "In Treatment", "Supernanny")
From the Roots of Empathy Gallery, Toronto, Canada
(5) NEW BRUNSWICK PREMIER VISITS ROOTS OF EMPATHY CLASSROOM IN MONCTON
Instructor Darlene MacDonald, baby Logan’s father
and the children from Mrs. Daigle’s class watch in rapt attention
as baby Logan’s mother explains his first reaction to new food
(6) TINY TEACHERS MAKE FRONTPAGE NEWS
Roots of Empathy babies were featured prominently
on Edmonton Journal following the 2008 Edmonton Baby celebration.
From Roots of Empathy Publications
Roots of Empathy is about changing the world
classroom by classroom, child by child
- Mary Gordon, Founder/President, Roots of Empathy
What Students learn: .... Emotional Literacy
In Roots of Empathy, the Instructor guides the children to observe, comment on, and draw conclusions about how the ROE baby is feeling. This gives children a vocabulary for describing and understanding their own feelings and those of others.
As  students  learn  to identify,   label,   and discuss    their    emotions,
student’s    u n d e r s t a n d i n g    of    o n e    a n o t h e r    is    increased.

Neuroscience
In Roots of Empathy, students learn that “Love Grows Brains”.
They are taught and become interested
in the brain development of the Roots of Empathy baby.
They learn it is through experiences,
delivered through senses
that the baby’s brain grows.
If these experiences are delivered through the lens of a loving relationship,
the baby’s brain will grow in a healthy and vigorous manner.
“Love Grows Brains!” -Mary Gordon

Prevention of Teen Pregnancy
While older Roots of Empathy students observe the joys of parenthood,
they also gain insights
into the huge demands and the responsibility of caring for a baby.
Students learn about the vulnerability of an infant
and the baby's absolute dependence on its parents.

In the theme on sleeping,
students track their own sleeping patterns for a week
and then compare it to the parent's sleeping pattern.
Students talk about the big differences in sleep patterns
and explore with the parent the coping skills needed
to meet the nightly demands of a baby.

Temperament
The Roots of Empathy Instructor uses research on temperament
to illustrate the uniqueness of each baby and also the uniqueness of each student.
Students are guided to observe how the baby responds to situations,
and are taught about the different characteristics babies are born with.
If a baby reacts with high intensity,
students learn that this is neither good or bad; it's just the way the baby is.
Children learn through observations
and by asking the parent, how to read the baby's cues.

Students delight in being able to predict
how their baby will respond to new experiences,
based on their understanding of the baby's temperament.
Children gain insights into their own temperament
and tend to be very understanding of their children's difficult temperament traits.
The overall message is one of acceptance and respect for individual differences.

Attachment / Attunement
Over the course of the school year,
students observe the growth of the bond between infant and parent
as well as the attunement of the parent to the baby.
They are witnessing the most influential relationship in a life span.
They learn how the baby relies on the parent
to understand the world,
to feel safe to explore and to learn how to regulate his/her emotions.
The parent-infant relationship is presented
as the template for all future relationships in life.
Children learn the importance of a caring, loving and responsive relationship....

Male Nurturance
In 30 percent of the Roots of Empathy classes, fathers participate
and the impact is palpable.
When fathers participate very clear messages of male nurturance are delivered.
Fathers share their perspective on parenting in different ways than mothers.
Their playful interactions are generally of a different quality
and their modelling of emotional literacy is a goldmine.

In the Roots of Empathy family visit,
fathers discuss their own feelings about being a parent
as well as demonstrate in their interaction with their baby
what it means to be a loving father.
For boys,
who traditionally in our society have less opportunity to talk about feelings,
these discussions can be enlightening.
All the children in the Roots of Empathy program
become more fluent in discussing their feelings
and more respectful of the feelings of others.

Participatory Democracy
The Roots of Empathy classroom is a participatory democracy
where all children are encouraged to contribute and ask questions.
Activities are designed to help children work on consensus building and collaboration.
They gain experience working in small groups
that are not determined by their level of reading or their math skills;
these new groupings allow children to reinvent themselves.
Reticent children who normally don't speak in class become fearless contributors.
There are no wrong answers in a Roots of Empathy classroom.
Instructors are trained
to thank children for their contributions rather than praising them.
This principle of intrinsic motivation
creates a tone that is friendly, participatory and levels of social trust rise.

Inclusion
Children learn appreciation for the uniqueness of individuals,
their opinions, beliefs and contributions;
differences are acknowledged and celebrated.
Through shared feelings and discussion, students discover how they are alike.
As children come to understand the injustice of being left out
they become advocates for the human rights of others,
and learn to replace bullying and other forms of cruelty
with kindness and compassion.

Diversity is celebrated in the Roots of Empathy classroom.
Parents and infants who participate in the program
reflect the many races, cultures, languages and religions of communities
across Canada.
Children who watch the loving parent-infant relationship learn
that love transcends language and cultural barriers.
When children have the opportunity
to welcome a physically challenged baby
into their Roots of Empathy classroom,
they learn to embrace differences
and become advocates for those who might be stigmatized.

Infant Development
Babies at the beginning of the Roots of Empathy program
are between 2 and 4 months
and usually reach their first birthday at the conclusion of the program.
This is a period of incredible growth and development for the baby,
which the children witness with keen observation.
All students learn about the individual timetable of growth for their baby.
The children measure, graph and record the baby's size
a minimum of three times throughout the program.
Milestones like learning to roll over
or the arrival of the first tooth are celebrated.
Children learn about how the baby's language skills are built
and the key role that parents play as they coo, talk, sing and read a book to baby.

Infant Safety
In the Roots of Empathy classroom children become aware of the risk factors to babies. They are sensitized to Sudden Infant Death Syndrome, Shaken Baby Syndrome,
Fetal Alcohol Spectrum Disorder and the dangers of second hand smoke.
Children learn to think in terms of cause and effect around accidents
in their own lives.

The program has a strong focus on child abuse prevention.
The teaching around the Shaken Baby Syndrome
helps students understand the stresses of parenting
and the potential for child abuse.
Students learn about the importance
of the attachment and attunement of the infant to his/her primary care giver
that forms a template for every subsequent relationship in life.
As students cultivate empathy,
and particularly as boys expand their emotional literacy,
there is every hope that ... violence in their adult lives will be reduced.

Violence Prevention
The steady drum roll of emotional ineptitude plays out every day
on our TV screens, newspapers, neighbourhood streets, homes and schools.
Our language is peppered with new phrases
"drive-by-shooting", "road rage", "schoolyard shootings",
and "terrorist bombings".
Our communities and lives are affected by many different forms of violence:
from domestic violence, to child abuse, from bullying to hate crimes.
Whether we or someone close to us is directly victimized,
or whether we are simply conscious of the violence
that exists in our schools and in our communities,
our lives are affected by its existence in many ways.

"Roots of Empathy is a pedagogy of hope, because in our children we have an opportunity to create a new order where our differences can be acknowledged but our similarities will be our uniting force." -Mary Gordon, Founder/President, Roots of Empathy See the video of Roots of Empathy. It brought tears into my eyes...

[The timing of the doc in 3SAT had obviously to do with the fact, that on July 17, "Roots of Empathy connected with First Nations Chiefs of Canada." Mary Gordon spoke in Quebec City, at the 29th Annual General Assembly of First Nations See also the Wall Street Journal, February 5, 2008, Page 1, Learn by Cooing: Empathy Lessons School Programs Hope Babies in Classrooms Will Reduce Bullying

Again Rilke:
Nothing is too small for me, and I still love it,
and paint it on gold and huge
and lift it high up, and I don't know whom
will it untie and loosen the soul

That's what I now see,
when I enter my castle in the morning!

Below :
The same sight in the evening!

A branch in the center of the removable roof
2 nylon strings attach the tent to the iron plate,
so the storms won't blow it away

 

 

 

 

When I was already swimming,
swinging and singing,
I suddenly heard my name -
despite the noisy crowds all around.

It was Lior!
After a while she came inside
and we had great fun,

When I wanted to leave,
I brought my cell-phone
and asked Ofir,
who had joined us with little Amit.
to take pictures.

Since 4 PM again nausea and even vertigo...
I had fried the same food as 3 days ago,
since there really was no reason to believe it was "poisenous",
- and if this wasn't careless enough,
I then nibbled almost half a package of chocolate,
which Efrat had brought me from Paris.
I had to lie down and felt so bad,
that I fantasized about taking my life....

I still was conscious enough to observe my feelings and sensations,
to focus on them tightly, and to breathe strongly all the time.
After a while I at least could go back to the computer,
and later I worked in the garden , but without joy
(yesterday I saw a short doc about 3 gardeners,
men who are famous in the entertainment area.
One said: "It's more important what the garden does with me
than what I do with the garden." I can only agree.)

Now - 21:17 - I would like to go to sleep, but it's too early,
and what about the episode of "be-tippul" tonight?
I threw the rest of that food into the compost hole,
which I started to air yesterday with the big fork.
But it still doesn't make sense, that it was the food.
Maybe, the suleimania tea after all? I'll stop drinking it.

Seeing now, that there will be even 2 episodes of be-tippul in a row,
I decided to skip both and go to bed.
Please let me understand, my Body,
what it is I'm doing wrong.

Some good came to me from the outside:
a call from my daughter-in-love,
perhaps following the e-mail I had sent [see above],
though she hadn't read the edited info about Roots of Empathy..
She said some great things:
"The week wasn't as terrible as I feared !"
After I heard details about the interaction
between the four,
I said: "What you said, is a double feat!
First in itself, that "it wasn't as terrible",
second, that you didn't create what you feared."
About Immanuel, my son, she said:
"This man is never complaining!
He does so much, all the technical things
(they'll move to Bet Nehemya on July 31),
and he carries not only Tomer, but me on his shoulders!"
They bought furniture for Tomer's room at Bet Nehemya,
to make him feel at home and welcome. I'm so glad.!
She also wants to join I. and T. when they go to Bnei-Arazim.
"Yes", I said, "from now on you should take part in everything."
And she asked me charmingly, if I could come tomorrow,
even if T. would be accepted at B. "you can listen to I.,
and I don't want too many changes for Mika",
which wasn't a real logical argument, since Mika had expressed:
"I want to be alone with you" (the parents),
"T. should go back to Tel-Aviv".
"But" , said E., "she now has more gotten used to him, I think."
"And when we move house on July 31, I want you to be with us,
though I. returns from flight already one July 29."