Faculty Qualifications

Faculty qualifications are described below. (For a definition and description of Foundation Core Programs, see About Our Programs – or for copy on the web, BodySoul Programs/The  BodySoul Approach on this website.)

I. For the Dreamwork, Jungian Theory and Myth/Fairytale portion of the program
Core faculty in these positions need to meet the following criteria:
1) A Jungian analyst (or Jungian-oriented psychotherapist with equivalent experience), approved by Curriculum Committee.
2) A teacher with significant professional teaching experience who has completed the BodySoul Rhythms® Leadership Training Program; someone with the capacity to integrate theory and dreamwork with the experiential work of a program.
3) One possible path to become a Faculty member is to serve as an Assistant Instructor with one of the core teaching teams in a core program until one can be evaluated for readiness to teach (core programs) by the Curriculum Committee. Another possible avenue is to serve a number of apprenticeships and be invited to move into teaching or assisting in some way.
4) Must be committed to ongoing personal analytic work and professional development (e.g., the annual Renewal intensive and/or specialized Foundation modules).
5) In case of emergency, the Curriculum Committee will confer to approve a substitute analyst or equivalent.
6) Review and approval by Curriculum Committee.

II Movement, Body, Voice, Mask Work, and Expressive Arts portion of the program
Core faculty in these positions need to meet the following criteria:
1) In-depth professional training and significant professional teaching experience in her respective field, i.e., in the content area she is teaching.
2) Completion of BodySoul Rhythms® Leadership Training Program  [or its parallel, the Nietzsche Seminars with the Crones].
3) One possible path to become a Faculty member is to serve as an Assistant Instructor with one of the core teaching teams in a core program until one can be evaluated for readiness to teach (core programs) by the Curriculum Committee. Another possible avenue is to serve several apprenticeships and be invited to move  into teaching or assisting in some way. This happens especially when a developing apprentice or assistant has a particular skill needed by a particular team.
4) Must be committed to ongoing personal analytic work and professional development (e.g., the annual Renewal intensive and/or specialized Foundation modules).
5) Review and approval by Curriculum Committee.

III Overall Considerations: In the Ethos of the Work
1) MWF’s objective is to hire teachers who are integrating the principles of BodySoul Rhythms® work into their own lives.
2) Each teaching team will choose its members from approved MWF faculty in a way that establishes a balanced BodySoul program that includes the essential disciplines.
3) Each core faculty member has the capacity to teach collaboratively without hierarchy or territoriality.
4) We emphasize the importance within the team of respect, trust, and ability to name and deal with the personal shadow – this is the unfolding of the soul.
5) During the teaching process it is vital that teachers have the capacity to listen to their own soul and open to what is beginning to emerge from their own unconscious. It is possible that this new energy – an emerging presence – may threaten the ego, or team members. It is important to  bear in mind to be careful not to identify with it defensively, via  inflation/deflation.
6) Core programs take years to build. They require a commitment of time and financial responsibility, as well as a willingness and an ability to develop one’s own group of participants.

The Art of Teaching
“It is a privilege to watch your fellow teachers, to learn from their strengths and shortcomings. You can learn so much by watching your partners teach and can share insights with each other. Continuing to learn the art of teaching is as important as the teaching itself. It is important to remember teaching is an art, which we are always learning. And remember to watch your dreams carefully.”
– Marion Woodman

IV Practical Considerations
1) There are considerations that determine the number and frequency of programs offered by MWF.  These include potential participants, financial viability, suitable/accessible facilities, and other vital factors that cannot be overlooked when planning.  In some cases there may be qualified instructors available; however, practical considerations may make it impossible to organize programs for them to teach through the Foundation.
2) The BodySoul Rhythms® Leadership Training Program was designed to prepare professional women to incorporate the BodySoul approach into their own areas of expertise.  Some aspire to create and teach BodySoul Community Workshops.  The Foundation assists BodySoul Community Workshop leaders with marketing (i.e., MWF website); otherwise BodySoul Community Workshop leaders are prepared to handle all aspects of publicizing, teaching, and administering their  own workshops. BodySoul Community Workshops are held on a wide variety of topics internationally. They reflect a rich diversity, designed to be accessible to a variety of people.

Participants in BodySoul Community Workshops are encouraged to enroll in  core programs to deepen their personal work. Equally, participants in core programs are encouraged to continue their personal work in BodySoul Community Workshops.  The two types of programs enhance each other in a reciprocal way.  (See BodySoul Community Workshops on this website.)