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ºñ°Å°ÔÀÓ(bigger game)ÀÇ Ã¢½ÃÀÚ(founder) Laura Whitworth ºñ°Å°ÔÀÓÀ» ¸¸µç ¸¯ Ž¸° ÄÚÄ¡ÀÇ Ã¥ÀÎ, "The Bigger Game"ÀÇ Ã¥À» ¼Ò°³ÇÏ´Â ¾Æ¸¶Á¸´åÄÄ¿¡ º¸¸é, ºñ°Å°ÔÀÓ(bigger game)ÀÇ Ã¢½ÃÀÚ(founder)°¡ Laura Whitworth(¸¯ Ž¸°°ú °øµ¿ÀúÀÚ)À̶ó°í ¸»ÇÏ°í ÀÖ½À´Ï´Ù. ¾Æ·¡¿Í °°Àº ±ÛÀÌ ÀÖ½À´Ï´Ù. ------------------------------------ Àοë ÀÚ·á ½ÃÀÛ ------------------------------------ Most Helpful Customer Reviews
------------------------------------ Àοë ÀÚ·á ³¡ ------------------------------------ ±×·¯¸é, ºñ°Å°ÔÀÓ(bigger game)ÀÇ Ã¢½ÃÀÚ(founder) Laura Whitworth´Â ´©±¸Àϱî¿ä? (ÀÚ·áÃâóhttp://www.amazon.ca/Co-Active-Coaching-Skills-People-Success/dp/product-description/0891061231) Laura Whitworth´Â "Co-Active Coaching"À̶ó´Â Ã¥À» ½è½À´Ï´Ù. ÀÌ Ã¥¿¡ ´ëÇÑ ÆòÀ» ±â·ÏÁß¿¡ Á¦ÀÏ ¸ÕÀú ´ÙÀ½°ú °°Àº ±ÛÀÌ ÀÖ½À´Ï´Ù. Product DescriptionTechniques for achieving one's goals from pioneers in the booming field of career coaching. -- New Age Journal, November/December 1998 (ÀÚ·áÃâóhttp://www.amazon.ca/Co-Active-Coaching-Skills-People-Success/dp/product-description/0891061231)
À§ÀÇ ±ÛÀ» º¸½Ã¸é, "´º¿¡ÀÌÁö Àú³Î'¿¡¼ ¾´ ±ÛÀÓÀ» ºÐ¸íÈ÷ È®ÀÎÇÒ ¼ö ÀÖ½À´Ï´Ù. ¶ÇÇÑ ±× ¾Æ·¡ ±Û¿¡´Â, The Co-Active Coaching model can (and does) provide interesting tools and tips to assist with coaching in a professional capacity. -- Personnel Psychology, Spring 2000 "°³Àνɸ®ÇÐ"¿¡¼ ÆòÇÑ ±ÛÀ̶ó°í ¸»ÇÏ°í ÀÖ½À´Ï´Ù. ³î¶ó¿î °ÍÀº, ¿ä°¡»çÀÌÆ®¿¡¼ The Age of the Guru is Over¡¦Now What?- Part 3(Posted on May 20, 2012 by Chad Herst)¶ó´Â ±ÛÀ» º¸¸é, ºñ°Å°ÔÀÓ(bigger game)ÀÇ Ã¢½ÃÀÚ(founder) Laura Whitworth°¡ ¿ä°¡¿Í ±íÀÌ °ü·ÃµÇ¾î ÀÖÀ½À» ¾Ë ¼ö°¡ ÀÖ½À´Ï´Ù. ¡®The Age of the Guru is Over¡¦Now What?¡¯ SeriesThis is the third part in a three-part series. In the first post, we explored the traditional relationship of the guru and disciple. In the second post, I made the argument that this relationship is no longer valid in this day and age. In this final posting, I will posit some ideas of what I think might replace it. I¡¯ve taken quite awhile to post this, partly because I wanted some feedback from friends. Thank you Brook, Lauren, Peter, Karen, and Norman for all of your insight and depth. Much of what is written below is the result of ongoing conversations that Devorah and I have had about the student-teacher relationship. It is the result of our collaboration and an elucidation on our mission at Mission Ashtanga, to create a safe space for transformation. So while I have written it, I want to give credit where credit is due. Also, some of the ideas I am using, especially the idea of relationship design, has been drawn from the Co-Active Model designed by Henry-Kimsey House, Karen Kimsey-House, and Laura Whitworth, the founders of Coaches Training Institute. Whatever the reader¡¯s preconceived opinions of coaching, I encourage him or her to put them on hold and be curious. I have found aspects of this model to be a useful tool in creating intimacy, connection, and trust with my students and wanted to present it in a way that applied to the teacher-student relationship in yoga. (ÀÌ ±ÛÀ» º¸¸é, ¿ì¸®°¡ ¸¹ÀÌ µé¾î¿Â ¼ÒÀ§ "ÄÚĪ"À̶ó´Â °ÍÀÌ µè±â´Â ÁÁÀ¸³ª, ÀÌ·¸°Ô ¿ä°¡¿Í ±íÀÌ °ü·ÃµÈ ¿µ¼º ¿îµ¿ÀÇ ÀÏȯÀ̶ó´Â °ÍÀ» ¾Ë ¼ö°¡ ÀÖ½À´Ï´Ù.) ÀÌ ±Û ÇÏ´Ü¿¡ º¸¸é ´ÙÀ½°ú °°Àº ³î¶ó¿î ¸»À» º¼ ¼ö°¡ ÀÖ½À´Ï´Ù. That¡¯s why most traditional schools of yoga or Buddhism emphasized the teacher-student relationship and not the practice of postures or meditation, alone. Without a teacher the aspirant risked misleading him or herself. He or she risked being led around by a craving for pleasure (raga) and a repulsion of discomfort (dvesa). For Patanjali, yoga wasn¡¯t about feeling good, nor was it about feeling bad, either. It was a game of noticing that which was beyond pleasure and pain, clinging and aversion. It was a game of noticing essence, truth, and the absolute through a long, steady process of discernment. According to Patanjali, this process takes continuous practice (abhyasa) and the skill of non-clinging to pleasure or aversion to discomfort (vairagya) to be able to see clearly (1.12). °Ë»öÀ» ÇØ º¸½Ã¸é ¾Æ½Ã°ÚÁö¸¸, Laura Whitworth¿Í °ü·ÃµÈ ¿ä°¡ »çÀÌÆ®´Â ¼öµµ ¾øÀÌ ¸¹½À´Ï´Ù.. ÀÌ·± »ç¶÷µéÀÌ ¸»ÇÏ´Â ÄÚĪÀ̶õ °á±¹ ¿ä°¡°¡ ÁöÇâÇÏ´Â ¹Ù¿Í °°ÀÌ Àڱ⠳»¸éÀÇ ½Å¼ºÇÔÀ» °è¹ßÇÏ´Â °ÍÀ» ¸»ÇÕ´Ï´Ù. ÀÌ·± °ÍÀÌ ´º¿¡ÀÌÁö¿Í ¹«°üÇÏ´Ù°í ÇÏ¸é ¹«¾ùÀÌ ´º¿¡ÀÌÁö¿Í °ü·ÃµÈ´Ù°í ¸»ÇÒ ¼ö ÀÖÀ»±î¿ä?
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