The context of this research study is in the class of a community college course, Interpersonal Communication, in which labyrinth walking, as a form of both active learning and contemplative practice, benefits students’ attention and cognition of course content. This study relates stress reduction to disciplining the cognitive domain for students to gain competencies in communication skills such as: building and maintaining relationships; resolving conflicts; and navigating communication under varying circumstances within realms of family, higher education, jobs, environmental factors, culture, diversity, health and wellness.
Setting another major course goal in addition to communication skill development is the cyclical learning experiences in self-awareness, self-knowledge, self-worth, self-acceptance, and ongoing self-reflection. This study reveals a progression of learning in the affective domain as well as the cognitive domain. The labyrinth serves as a metaphoric object of a general awareness level to a point where students begin to internalize or guide to both intrapersonal and interpersonal communication according to values of worth, acceptance, tolerance, empathy, and non-judgment of the Self and Other. This study is profitable as an additional collection and analysis of data supporting academic research and benefits of labyrinths in higher education.
Exercise & Fitness Management interns don’t communicate well despite being taught the importance of communication and interpersonal skills. The purpose of this study was to explore the ‘labyrinth effect’ (revised Labyrinth Walk Questionnaire) and ‘oral communication apprehension’ (PRCA-24) via a group project in 3 semesters of a Physiology of Exercise class. Rhodes (2008) described the "labyrinth effect" as "a set of physical responses … that allows for emergence of a set of 'state of mind' responses’ …" (p. 36). ‘Oral communication apprehension’ is defined by McCroskey (1977) as “an individual’s level of fear or anxiety associated with either real or anticipated (oral) communication with another person or persons” (p. 192).
Students worked in groups to identify a topic; locate and compare research articles; and present findings to the class. Concurrently, group members walked the labyrinth 3 times and reflected on assignment parameters. The revised Labyrinth Walk Questionnaire was administered after the 3rd labyrinth walk. The PRCA-24 was administered pre & post project completion.
Researchers hypothesized Rhodes' 'state of mind responses' would be comparable to the data reported by Rhodes (2011) and the communication apprehension score would improve as would 3 of the 4 sub scores. Summary statistics, graphs, and statistical analysis will be completed using SPSS. Findings may encourage instructors to utilize the labyrinth in class projects, incorporating reflection and oral communication, earlier in students’ degree plans and throughout their college experience.
When a place calls for a labyrinth every time you walk in it, you listen. When a place calls for a place for peace in gathering together, we listen. Shawala Point Peace Labyrinth began as a landscape artist's inspiration for creating an interactive place of celebration, appreciation, and declaration of peace, which was the original designation of Mother's Day. It then became an event to host World Labyrinth Day and World Laughter Day. Interestingly, both events also celebrate and inspire the expansion of peace, and they occur on the same first weekend in May. The design of the labyrinth is inspired by elements of the North American Indigenous labyrinth, Man in the Maze, and the Cretan labyrinth found in Europe. Intently merging two cultural symbols as an invitation to walk together in nature, with peace. Shawala Point was a summer camp for the Kalapuya Tribe, a log yard for an early 1900s mill, and is currently a natural area along the Willamette River within the Corvallis Park and Recreation program. The poster will show the installation of the landscape art, insights for creating temporary labyrinth installations as possible inspirations for permanent installations and the participation of community for World Labyrinth Day.
Once a month I held a “Self-knowledge and Strengthening Through Labyrinth Therapy“ seminar cycle at the Siauliai Remand Prison. The series began in June 2018 and ended in December 2018. Twelve inmates attended the seminar cycle from the Work Service Division and 2 officers from the Social Rehabilitation Division. The seminar cycle consisted of workshops, practical exercises, psychodrama warming exercises, meditation, and most importantly labyrinth therapy. More specifically, this cycle consisted of 7 practice sessions:
- Self-Knowledge and Strengthening through Labyrinth Therapy.
- The Cycle of Emotions: Sadness (depression, melancholy, despair, grief).
- How to create positive relationships?
- Cycle of Emotions: Anger (frustration, rage, hatred, resentment, jealousy).
- Labyrinths and Dreams.
- Cycle of Emotions: Fear (tension, panic, anxiety, horror).
- How to Love Yourself and Be Happy?
The purpose of this study was to examine a single labyrinth experience among college students using both quantitative and qualitative methods. Students enrolled in a health course were introduced to the basics of walking the outdoor campus labyrinth. All students walked the labyrinth as a part of the required coursework and were asked to voluntarily participate in the research study. Following the walk, students completed the Labyrinth Questionnaire, which included an open-ended question about their experience.
Of the 184 volunteers, 57.6% were female, 85.3% indicated this was their first labyrinth walk and 73.0% provided written comments about their experience.
From the qualitative analysis, six categories of comments emerged: Feelings, Thoughts, Metaphors, Description of Experience, Future walks, and Questions. Students identified specific feelings they experienced during the labyrinth walk: relaxed, calm, peaceful, happy, less stressed, motivated, excited, focused, and centered. The quantitative analysis indicated students reported feeling more or much peaceful (60.7%), relaxed (59.4%), reflective (40.4%), and centered (34.2%), while also reporting feeling less or much less stressed (61.4%), agitated (59.1%), and anxious (51.5%). A single labyrinth walk can reduce stress and anxiety, while increasing feelings of peacefulness and relaxation. Other themes were feelings of focus, centered, and reflective. The labyrinth may be an important way for students to not only find a calming break from their busy lives, but also develop the focus needed for course assignments.
Labyrinthine Connections between Dante and Raphael: Dante’s First Circle of Hell and the “School of Athens”
The first circle of hell is described in Canto IV of Inferno in Dante’s Divine Comedy, written in 1320 A.D. Christians consider the first circle as Limbo, where the unbaptized innocents go, but Dante also alludes to Virgil’s account of the pagan Elysian Fields in his epic poem, The Aeneid, 19 B.C. In Canto IV, Virgil introduces Dante to the ancient poets, Homer, Lucan, Ovid, and Horace. Homer leads them through seven gates to gaze upon the shades of the ancient philosophers still engaged in intellectual dialogue. This is reminiscent of Raphael’s frescos commissioned in 1508 by Pope Julius the II to decorate the walls of his private library. The most famous is the “School of Athens” where ancient philosophers gather together surrounded by an architectural setting. Another fresco comprises portraits of ancient poets including Dante and Virgil along with those specifically mentioned in Inferno. There seems to be a hidden reference to Inferno in these frescos. Drawing a classical labyrinth on a digital copy of Raphael’s Fresco, “School of Athens” reveals a labyrinthine connection. The philosophers seem to move and interact in the pattern of a labyrinth. The architecture forms the seven gates. This PowerPoint presentation shares this discovery.
Have we realized the full potential of the connections between the seven circuits of the classic labyrinth and the seven chakras or states of consciousness? I think not. It could be used more by businesses and organizations for visioning and problem solving. The way the labyrinth’s unique sequence through the chakras relates to Holy Grail mythology could be used beyond walking meditations as a mystical process to support the goal of awakening the inner avatar and “bringing the Kingdom of Heaven to Earth.” It could become one of our most effective exercises to shift all of humanity into a compassionate, heart-centered consciousness.
We will explore the key role that the fourth circuit or “heart path” plays in the transformational power of the labyrinth, by decoding the geometrical structure of the path sequence with drawing and coloring exercises and PowerPoint slides; by referring to the mystical messages within the Arthurian and Grail legends; and by experiencing the 7 questions visioning walking meditation, followed by sharing our experiences.
She is back. The Black Madonna is an emerging archetype for our times. According to Matthew Fox, “The last time the Black Madonna played a major role in western culture and psyche was the twelfth century renaissance” and with her came a “re-sacralization of culture.” In this workshop, based on the twelve gifts of the Black Madonna as expressed by Matthew Fox, we will experience how the Black Madonna is re-emerging in our personal lives and the cultural sphere that contains us. We will walk a labyrinth in resonance with the energy of a 17th century black Madonna from Europe. The labyrinth, as a sacred container and boundary between un-manifest and manifest, is the foundation of this experiential workshop. Walking the labyrinth we enter a morphogenic field of consciousness informed by the presence of the Black Madonna and the community of people we walk with. As a community, we will focus our intention for a labyrinth walk, synchronizing our hearts with the labyrinth and the spirit of the Black Madonna. She calls us to focus on the heart of what is important in our increasingly fast-paced mobile society. Her gifts challenge us to engage with the heart of today’s issues. The primary focus of this workshop is to walk the labyrinth in the presence of the Black Madonna, thus experiencing a synchronized morphogenic field connected to the Black Madonna archetype. Participants will have ample time to engage one on one with the Black Madonna before and after walking with her.
In this magical and creative workshop, participants learn to create the illusion of light emerging from within, using light pencils on squares of dark paper. Professional quality supplies ensure spectacular results (as evidenced in previous workshops with kids as young as nine). Templates for symbols related to the Gathering theme (such as hearts, spirals, etc.) will be available. When completed, these squares will fit together, like puzzle pieces, into a large, colorful, Greek-key style spiral (approx. 36-42” square). Due to preparations before the workshop, the designs in each participant’s personal square will be surprisingly interconnected to each adjacent square, creating a macrocosm of interrelated art for display during the gathering. Participants take their own artwork home after the Gathering, along with a .pdf of the group piece (available to all gathering participants). Early finishers may create a small, inspirational personal collage that incorporates the Gathering logo and others may take the collage materials with them to complete after the workshop.
When holding the space for a labyrinth walk, walking a labyrinth in solitude, or hosting a community walk, it is a good and encouraging practice to provide a way for those experiences to be recorded. When we have an easy avenue for the telling of that portion of our spiritual journey, that moves us and gives us further reason to cherish our work. There is a power in writing down our story and gathering the stories of others.
In this session, participants will have the opportunity to create their own unique book to capture those experiences. It could be used as a personal journal or a community record of musings and thoughts.
The session will begin with selecting materials for your book and be guided through the process of choosing delightful papers, cutting, gluing and finally bringing all the materials together. The selection of papers, stamps, and charms will allow you to choose the style that suits you, be it whimsical, floral, woodland, etc.
The session in its entirety will be hands on, with complete creativity encouraged. Upon arrival students will choose their materials and be guided through the process. This will be open to students of all levels of experience.
Consider this book a container of words that detail a snapshot of the journey of the heart. By writing, reading, and relating, we can then connect with those who have walked before us, discover how large this community of pilgrims currently is, and celebrate the common ground we share as we continue to find ways to grow.