Most professors were often deeply antagonistic toward, even scornful of, any approach to learning emerging from a philosophical standpoint emphasizing the union of mind, body, and spirit, rather than the separation of these elements. Like many of the students I now teach, I was often told by powerful academics that I was misguided to seek such a perspective in the academy. Throughout my student years I felt deep inner anguish. Memory of that pain returns as I listen to students express the concern that they will not succeed in academic professions if they want to be well, if they eschew
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