BA in Health Arts and Sciences
Slider: BA in Health Arts and Sciences
BA in Health Arts and Sciences
The low-residency BA in Health Arts & Sciences (BA HAS) supports a holistic, interdisciplinary and integrative exploration of health, healing and well-being within an inspiring community of peers and advisors.
Those who join the BA HAS Program aim to make a difference at the personal, community, environmental or global level through activism, advocacy, the arts, coaching, research, policy development, health education, prevention programs, alternative health promotion and practices and visionary ideas for biomedical, alternative, educational, organizational, and community-based settings.
Rooted in each student’s unique passion and learning style, studies can combine direct action, rich contemplation, rigorous scholarship, creative projects and experiential learning. The end result is a meaningful, productive and often, deeply transformative process that supports present and future work for personal, community, and social well-being
WORK OF THE PROGRAM
During your residency, you will work with your faculty advisor, network with other students, attend workshops that address degree requirements, develop academic skills, and explore a range of health arts and sciences issues and practices. Keynote presentations offered during residencies often investigate the cultural and/or ecological context of healing. Past topics have included: “Embracing an Ethic of Care,” “Healing as if the Earth Mattered,” and “Healing with the Natural and Sacred World.” The residency also provides a place to share hidden aspirations within a positive learning climate where “we can think the world together.”
At the culmination of your course of study, you will synthesize your work in a final project that may take the form of a community outreach project, or encompass traditional scholarship, depending on your interest.
PHILOSOPHY OF THE PROGRAM
Bridging Nature, Culture, and Healing
The phrase, Bridging Nature, Culture and Healing, asserts that these areas need explicit linking for an integrated approach to building and supporting well-being at every level.
In this program you will learn to promote health and healing for individuals and the community through individualized curricula. Student work combines an engaging mix of integrative health studies, holistic sciences, health philosophy, multicultural perspectives, social change, self-awareness, and self-care practices. They may undertake theoretical and practical study in such areas as community and environmental health, women’s health and midwifery, men’s health, botanical medicine and ethnobotany, nutritional health, expressive arts, body and movement therapies, integrative health, integrative nursing, mind-body health, ecopsychology, and cross-cultural healing.
The BA in Health Arts & Sciences degree program is open to upper division undergraduate students and requires 120 credits to be awarded the degree. Students are eligible for admission after they have completed 60 credits in the liberal arts. Under special conditions, clinical health training credits from professionally accredited institutions may be accepted as transfer credits into the Goddard BA HAS program. On rare occasions, a potential student who has less than 60 credits could petition for early admission into the has program.
PARTNERSHIP AGREEMENTS WITH THE FOLLOWING:
- BirchTree Center for Healthcare Transformation (Florence, MA)
- Birthwise Midwifery School (North Bridgeton, ME) - Link coming soon!
- Institute for Integrative Nutrition (New York, NY)
- Lourdes Institute of Wholistic Studies Affiliation (Collingswood, NJ)
- Omega Institute (Rhinebeck, NY)
- Rowe Conference Center (Rowe, MA)
- Vermont Center for Integrative Herbalism Partnership
“It is a joy to work at Goddard as a faculty member and witness the love, commitment, attention, and expertise devoted to nurturing students in their explorations built upon their questions. The students too bring with them remarkable skills, experience, curiosity, and creativity. The atmosphere at a residency vibrates with humor, play, companionship, critical thinking, searching, and concern for the world. There is a lively enthusiasm for each student as an individual, a scholar, and an actor in the process of transformation of self and the world. It is a community animated by shared passion and respect, a community of reflection and support toward students’ ideas, discoveries, and professional development. It is a community that earnestly strives to think, feel, and act out of the values it holds dear. As an eco-psychologist I am ever in search of models for healthier ways of living and perceiving that will help us to restore our deep connectedness with the rich, complex, living universe, which is the source of our vitality. I see such a model, as an ongoing co-creative process, at Goddard. I see it in the dynamic appreciation of difference, with the rich panoply of possibility that provides, and in the recognition that, while each is unique, we are all one. And I see it in the consciousness people carry to understanding conflict, with a determination to develop responses together--in our words, our works, our relationships, and our internal dialogue--that will help us to contribute to individual, social, and global health and evolution." --- Health Arts and Sciences Faculty Member Susan Pearson
“Some adult learning theorists say that all learning is change. But, not all change is transformative. Those of us who have considerable experience in settings committed to meaningful, emancipatory education recognize that learning at Goddard is transformative. One of the primary reasons for this is the unusual nature of the mentoring relationships established between learners and advisors. These connections allow for deep immersion in specific areas of inquiry--with reliable, supple and sturdy support.~ Witnessing a learner’s vision taking shape is such a deeply humane and hopeful venture that this kind of experience can be life changing for both parties. We, as faculty, guide our communities of learners, individually and together, to experiences of “moral relatedness”--a “mutual and respectful dialogue” that honors lived experience, personally meaningful inquiries--that are grounded in critical reflection and connected with the larger world. We invoke Dewey, Friere, Lindeman, Knowles, hooks, Lorde, Rich, Perez, Aragon--any number of influences--for this kind of learning. And the result makes for internal and external events of such profound dynamism, creativity, compassion, rigor, and vitality that our graduates, our faculty, our staff, our administration and our trustees develop a loyalty that is evident to all who encounter us. And those who have such experiences begin to envision other places and situations that could benefit from a “moral relatedness” that can sustain social growth and global changes that are also just and humane.~ This is mentorship of the highest order; learners invite us into some of the richest work of their lives and we are all changed in profound and deeply meaningful ways." --- Health Arts and Sciences Faculty Member S.B. Sowbel
Page last updated: 02/06/13, AAO:lkl.