250g wholemeal flour
200g plain white flour
1 tsp bread soda
1 tsp salt
350 ml buttermilk
5 tsp bicarbonate of soda


1. Preheat the oven to 400F/200C/Gas 6.

2. Tip the flours, salt and bicarbonate of soda into a large mixing bowl and stir.

3.Make a well in the centre and pour in the buttermilk, mixing quickly with a large fork to form a soft dough. (Depending upon the absorbency of the flour, you may need to add a little milk if the dough seems too stiff but it should not be too wet or sticky.)

4. Turn onto a lightly floured surface and knead briefly.

5. Form into a round and flatten the dough slightly before placing on a lightly floured baking sheet.

6. Cut a cross on the top and bake for about 30 minutes or until the loaf sounds hollow when tapped. Cool on a wire rack.

Think of five things that you are really grateful for.
Write them down in a journal.
Read them out loud.
Say ‘thank you’ out loud after reading each one.

Think of three people in your life who you are grateful to know.
Write down their names in your journal.
Read their names out loud and each time say- ‘thank you, x, for being in my life’.

Think of one thing that has made you happy today.
Write it down in your journal.
Read it out loud.
Say ‘thank you’ out loud.

Think of something that made you happy in the past.
Write it down in your journal.
Read it out loud.
Say ‘thank you’ for the thing that made you happy.

Think of something that makes you happy in your present life.
Write it down in your journal.
Read it out loud.
Say ‘thank you’ for the thing that makes you happy.

Think of someone who has helped you in your life.
Write their name in your journal and how they helped you.
Read their name out loud and how they helped you.
Say ‘thank you’.

Think of someone who helps you in your present life.
Write their name in your journal and how they help you.
Read their name out loud and how they help you.
Say ‘thank you’

Thank you for reading this.

1. Integral education fosters the co-creative participation of all human dimensions in the learning and inquiry processes. A genuine process of integral learning cannot be directed exclusively by the mind but needs to emerge from the collaborative epistemic participation of all human attributes: body, instincts, heart, mind, and consciousness.
All human dimensions need to be actively encouraged to participate creatively at all appropriate stages of the inquiry and learning process (e.g., as inquiry tools into subject matter, as evaluators of inquiry outcomes).

2. Integral education aims at the study and/or elaboration of holistic understandings, frameworks, theories, or visions. Whether disciplinary, multidisciplinary, interdisciplinary, or transdisciplinary, integral inquiry builds bridges across disciplines and searches for commonalities while honouring differences in its striving toward integrated understandings that counter the partial or fragmented current state of human knowledge.

3. Integral education fosters the activation of students’ unique vital potentials and their creative development in the construction of knowledge. Each human being is a unique embodiment of the Mystery potentially able to develop a unique perspective to contribute to the transformation of his or her community or society. When learning
and inquiry are grounded in one’s unique vital potentials, academic life becomes not only existentially significant but also more creative, exciting . . . and fun!

4. Integral education balances the feminine and the masculine. It combines the more masculine elements of the training of skills and the analysis of already constructed knowledge with the more feminine element of creatively engendering new knowledge from within. As in life, a dialectical relationship between these fundamental principles exists in the creative process, and integral education seeks practical ways to honour and actualize this relationship.

5. Integral education fosters “inner” and “outer” epistemic diversity. Taking into account the importance of multiple perspectives for the elaboration of valid, reliable, and complete knowledge about any object of study, integral education incorporates “inner” or intrapersonal epistemic diversity (i.e., vital, instinctive, somatic, empathic, intellectual, imaginal, contemplative ways of knowing) an “outer” or interpersonal epistemic diversity (i.e.,