HeartMath as Scientific Meditation Method in Dialogue with Theological Phenomena

The HeartMath Institute originated in 1991 through Doc Childre’s vision of promoting heart intelligence and health. The HeartMath system is an interdisciplinary undertaking, which bridges natural, human, social, spiritual, and ecological sciences, with the goal of promoting personal, social, and global coherence. The general goal of this paper is to introduce HeartMath as a coherent scientific approach to dialogue theological information, as well as a specific meditation method to explore theological phenomena. The particular aim is to contribute a theoretical and practically orientated pilot study with heuristic phenomenological reflection on personal experience of HeartMath theory, practice, meditation, related action, and reports in the form of scientific articles. This study is directly relevant to the DIALOGO conference theme of dialogue between science and theology. Methodology concerns the theoretical and practical value of HeartMath meditation methods as described with examples from HeartMath Global Coherence (GC) and Inner Balance (IB) apps. There are five GC reflective meditations on the theme of science and theology, complemented by five IB purely contemplative meditations. The reflective and discursive focus of the paper is on the monitoring of meditation sessions related to science and theology. The specific focus is on HeartMath techniques, electronic devices, and the planetary health potential of the Global Coherence Initiative.

Science and Charity, Educational therapy and active learning, increasing brain intelligence or heart intelligence

Transhumanism, a unique cyber entity perspective, posthumanism offers a unique integration between agency, memory and imagination in a philosophical way to achieve a harmonious ecology harmony that is developing and interrelated, increasing the education provided to graduates is necessary. The purpose of this paper discusses learning of Science and Charity, how education therapy and active learning, as well as improving brain intelligence or heart intelligence. From the results of the discussion it was concluded: 1) Various studies related to the phenomenon of the era of education 4.0 in general need to improve the education given to graduates therefore if society changes, schools need to change preparing students for the real world, rather than instead isolating students from the real world because students need to be a critical thinker and ready to solve problems, collaborate and communicate; 2) Education must teach the renewal of capacity to create, identify issues regarding current situations and actively provide solutions through the integration of faith, knowledge, charity or creed, shari'ah, morals; 3) Education must provide an ideal mode of therapy Lecture, Reading, Audiovisual, Demonstration, Discussion, Practice and Real Practice with a percentage ratio of 5: 10: 20: 30: 50: 75: 90, or use other patterns and not 100% lecture; 4) educational elements and principals must understand the concepts of knowledge for practice and knowledge in practice which consists of different varieties of knowledge as competitors or complementary such as formal knowledge (referring to theory or research and law or policy) and informal (referring to the practice of wisdom, experience personal, intuitive and tacit knowledge); 5) Other countries are fast advancing on the basis of creativity and innovation as the drivers of the knowledge economy by shifting the education system with the core of considering the abilities and talents of individuals and to create new knowledge.

Eksperimen Model Pembelajaran Pendidikan Agama Islam di SMP

This experiment research explains that; 1) any difference on the learning process average on Moral between the group applying a Heart Intelligence (experiment) and control group in six districts/cities of the experiments locations; 2) any difference on the learning process average on Faith between the group applying the learning model on Fertilizing the Seeds of Faith (experiment) and the control group; and 3) any significant difference on Learning Ambience, Group Dynamic and Teacher Performance between the experiment and the control groups. AbstrakPenelitian eksperimen ini menjelaskan bahwa; 1) terdapat perbedaan rerata hasil belajar Akhlak antara kelompok yang menggunakan model pembelajaran Kecerdasan Hati (eksperimen) dengan kelompok kontrol pada enam kabupaten/kota lokasi eksperimen; 2) terdapat perbedaan rerata hasil belajar Aqidah antara kelompok yang menggunakan model pembelajaran Menyuburkan Benih Iman (ekperimen) dengan kelompok kontrol; dan 3) terdapat perbedaan yang signifikan Suasana Belajar, Dinamika Kelompok dan Kinerja Guru antara kelompok eksperimen dan kelompok kontrol.