The Reflective Practitioner Quotes

In truly understanding the Goddess and God, one comes to understand life, for the two are inextricably entwined. Live your earthly life fully, but try to see the spiritual aspects of your activities as well. Remember—the physical and spiritual are but reflections of each other.

Among today's adept practitioners, the lie has long since lost its honest function of misrepresenting reality. Nobody believes anybody, everyone is in the know. Lies are told only to convey to someone that one has no need either of him or his good opinion. The lie, once a liberal means of communication, has today become one of the techniques of insolence enabling each individual to spread around him the glacial atmosphere in whose shelter he can thrive.

competent practitioners usually know more than they can say. They exhibit a kind of knowing-in-practice, most of which is tacit. Nevertheless,

Practitioners of pop science were once called Paradoxers, a quaint nineteenth-century word used to describe those who invent elaborate and undemonstrated explanations for what science has understood rather well in simpler terms. We

In the spirit of being a reflective practitioner of ourselves we must notice your own behavior as an educator and realize how it influences other. Recognize your privileges: race, gender, ability, career, citizenship, language is all privilege. Imagine how you feel in the visitors shoes and adjust to best help them process and contextualize.

We are in need of inquiry into the epistemology of practice. What is the kind of knowing in which competent practitioners engage? How is professional knowing like and unlike the kinds of knowledge presented in academic textbooks, scientific papers, and learned journals? In what sense, if any, is there intellectual rigor in professional practice?

In Tibet there were practitioners in retreat who so strongly reflected on impermanence that they would not wash their dishes after supper. —PALTRUL RINPOCHE’S SACRED WORD

Vigorous criticism is more constructive in science than in some other areas of human endeavor because in science there are adequate standards of validity that can be agreed upon by competent practitioners the world over. The objective of such criticism is not to suppress but rather to encourage the advance of new ideas: those that survive a firm skeptical scrutiny have a fighting chance of being right, or at least useful.

One thinks about modern academics, especially philosophers and sociologists. Their language is often voiceless and without power because it is so utterly cut off from experience and things. There is no sense of words carrying experiences, only of reflecting relationships between other words or between "concepts." There is no sense of an actual self seeing a thing or having an experience... Sociology—by its very nature?—seems to be an enterprise whose practitioners cut themselves off from experience and things and deal entirely with categories about categories. As a result sociologists, more even than writers in other disciplines, often write language which has utterly died

I reflected a minute and then asked why he wanted to marry me. That seemed to fluster him a good deal, and he murmured that a wife was a great help to a general practitioner. The position seemed even more unromantic than before, and yet something in me urged towards its acceptance. Safety, that was what I was being offered. Safety—and a Comfortable Home. Thinking it over now, I believe I did the little man an injustice. He was honestly in love with me, but a mistaken delicacy prevented him from pressing his suit on those lines. Anyway, my love of romance rebelled.

Teaching involves a search for meaning in the world. Teaching is a life project, a calling, a vocation that is an organizing center of all other activities. Teaching is past and future as well as present, it is background as well as foreground, it is depth as well as surface. Teaching is pain and humor, joy and anger, dreariness and epiphany. Teaching is world building, it is architecture and design, it is purpose and moral enterprise. Teaching is a way of being in the world that breaks through the boundaries of the traditional job and in the process redefines all life and teaching itself. (p. 130)

When a domain reaches a point where the knowledge for skillful professional practice cannot be acquired in a decade, more or less, then several adaptive developments are likely to occur. Specialization will usually increase (as it has, for example, in medicine), and practitioners will make increasing use of books and other external reference aids in their work. Architecture is a good example of a domain where much of the information a professional requires is stored in reference works, such as catalogues of available building materials, equipment, and components, and official building codes. No architect expects to keep all of this in his head or to design without frequent resort to these information sources. In fact architecture can almost be taken as a prototype for the process of design in a semantically rich task domain. The emerging design is itself incorporated in a set of external memory structures: sketches, floor plans, drawings of utility systems, and so on. At each stage in the design process, partial design reflected in these documents serves as a major stimulus suggesting to the designer what he should attend to next. This direction to new sub-goals permits in turn new information to be extracted from memory and reference sources and another step to be taken toward the development of the design.

Not long ago I stood with a friend next to an art work made of four wood beams laid in a long rectangle, with a mirror set behind each corner so as to reflect the others. My friend, a conceptual artist, and I talked about the minimalist basis of such work: its reception by critics then, its elaboration by artists later, its significance to practitioners today, all of which are concerns of this book as well. Taken by our talk, we hardly noticed his little girl as she played on the beams. But then, signaled by her mother, we looked up to see her pass through the looking glass. Into the hall of mirrors, the mise-en-abîme of beams, she moved farther and farther from us, and as she passed into the distance, she passed into the past as well. Yet suddenly there she was right behind us: all she had done was skip along the beams around the room. And there we were, a critic and an artist informed in contemporary art, taken to school by a six-year-old, our theory no match for her practice. For her playing of the piece conveyed not only specific concerns of minimalist work - the tensions among the spaces we feel, the images we see, and the forms we know - but also general shifts in art over the last three decades - new interventions into space, different construction of viewing, and expanded definitions of art. Her performance became allegorical as well, for she described a paradoxical figure in space, a recession that is also a return, that evoked for me the paradoxical figure in time described by the avant-garde. For even as the avant-garde recedes into the past, it also returns from the future, repositioned by innovative art in the present. This strange temporality, lost in stories of twentieth-century art, is a principal subject of this book.

Darwin and Nietzsche were the common spiritual and intellectual source for the mean-spirited and bellicose ideological assault on progress, liberalism, and democracy that fired the late-nineteenth-century campaign to preserve or rejuvenate the traditional order. Presensitized for this retreat from modernity, prominent fin-de-siècle aesthetes, engages literati, polemical publicists, academic sociologists, and last but not least, conservative and reactionary politicians became both consumers and disseminators of the untried action-ideas. Oscar Wilde and Stefan George were perhaps most representative of the aristocratizing aesthetes whose rush into dandyism or retreat into cultural monasticism was part of the outburst against bourgeois philistinism and social levelling. Their yearning for a return to an aristocratic past and their aversion to the invasive democracy of their day were shared by Thomas Mann and Hugo von Hofmannsthal, whose nostalgia for the presumably superior sensibilities of a bygone cultivated society was part of their claim to privileged social space and position in the present. Although they were all of burgher or bourgeois descent, they extolled ultra-patrician values and poses, thereby reflecting and advancing the rediscovery and reaffirmation of the merits and necessities of elitism. Theirs was not simply an aesthetic and unpolitical posture precisely because they knowingly contributed to the exaltation of societal hierarchy at a time when this exaltation was being used to do battle against both liberty and equality. At any rate, they may be said to have condoned this partisan attack by not explicitly distancing themselves from it. Maurice Barrès, Paul Bourget, and Gabriele D'Annunzio were not nearly so self-effacing. They were not only conspicuous and active militants of antidemocratic elitism, but they meant their literary works to convert the reader to their strident persuasion. Their polemical statements and their novels promoted the cult of the superior self and nation, in which the Church performed the holy sacraments. Barrès, Bourget, and D'Annunzio were purposeful practitioners of the irruptive politics of nostalgia that called for the restoration of enlightened absolutism, hierarchical society. and elite culture in the energizing fires of war.

There appears to have been institutionalized bias against women right from the earliest times. I don’t think anybody sat down and thought, “Oh, let us be biased.” It’s just that it was part of the prevailing social scene. As the years passed, everything was recited and recorded from the male point of view. I am sure this was not intentional, it was just how it happened. Because most of the texts and the commentaries were written from the male point of view—that is, by monks—women increasingly began to be seen as dangerous and threatening. For example, when the Buddha talked about desire, he gave a meditation on the thirty-two parts of the body. You start with the hair on the top of the head and then go all the way down to the soles of the feet, imagining what you would find underneath if you took the skin off each part; the kidneys, the heart, the guts, the blood, the lymph and all that sort of thing. The practitioner dissects his body in order to cut through the enormous attachment to physical form and see it as it really is. Of course, in losing attachment to our own bodies, we also lose attachment to the bodies of others. But nonetheless, the meditation that the Buddha taught was primarily directed towards oneself. It was designed to cut off attachment to one’s own physical form and to achieve a measure of detachment from it; to break through any preoccupation the meditator might have about the attractiveness of his own body. However, when we look at what was being taught later, in the writings of Nagarjuna in the first century, or Shantideva in the seventh, we see that this same meditation is directed outwards, towards the bodies of women. It is the woman one sees as a bag of guts, lungs, kidneys, and blood. It is the woman who is impure and disgusting. There is no mention of the impurity of the monk who is meditating. This change occurred because this tradition of meditation was carried on by much less enlightened minds than that of the Buddha. So instead of just using the visualization as a meditation to break through attachment to the physical, it was used as a way of keeping the monks celibate. It was no longer simply a means of seeing things as they really are, but instead, as a means of cultivating aversion towards women. Instead of monks saying to themselves, “Women are impure and so am I and so are all the other monks around me,” it developed into “Women are impure.” As a consequence, women began to be viewed as a danger to monks, and this developed into a kind of monastic misogynism. Obviously, if women had written these texts, there would have been a very different perspective. But women did not write the texts. Even if they had been able to write some works from the female point of view, these still would have been imbued with the flavor and ideas of the texts and teachings designed for males. As a result of this pronounced bias, an imbalance developed in the teachings.

The Western medical model — and I don't mean the science of it, I mean the practice of it, because the science is completely at odds with the practice — makes two devastating separations. First of all we separate the mind from the body, we separate the emotions from the physiology. So we don't see how the physiology of people reflects their lifelong emotional experience. So we separate the mind from the body, which is not something that traditional medicine has done, I mean, Ayuverdic or Chinese medicine or shamanic tribal cultures and medicinal practices throughout the world have always recognized that mind and body are inseparable. They intuitively knew it. Many Western practitioners have known this and even taught it, but in practice we ignore it. And then we separate the individual from the environment. The studies are clear, for example, that when people are emotionally isolated they tend to get sick more quickly and they succumb more rapidly to their disease. Why? Because people's physiology is completely related to their psychological, social environment and when people are isolated and alone their stress levels are much higher because there's nothing there to help them moderate their stress. And physiologically it is straightforward, you know, it takes a five-year-old kid to understand it. However because in practice we separate them... when somebody shows up with an inflamed joint, all we do is we give them an anti-inflammatory or because the immune system is hyperactive and is attacking them we give them a medication to suppress their immune system or we give them a stress hormone like cortisol or one of its analogues, to suppress the inflammation. But we never ask: "What does this manifest about your life?", "What does this say about your relationships?", "How stressful is your job?", "To what extent do you lack control in your life?", "Where are you not authentic?", "How are you trying to work so hard to meet your attachment needs by suppressing yourself?" (because that is what you learn to do as a kid). Then we do all this research that has to do with cell biology, so we keep looking for the cause of cancer in the cell. Now there's a wonderful quote in the New York Times a couple of years ago they did a series on cancer and somebody said: "Looking for the cause of cancer inside the individual cell is like trying to understand a traffic jam by studying the internal combustion engine." We will never understand it, but we spend hundreds of billions of dollars a year looking for the cause of cancer inside the cell, not recognizing that the cell exists in interaction with the environment and that the genes are modulated by the environment, they are turned on and off by the environment. So the impact of not understanding the unity of emotions and physiology on one hand and in the other hand the relationship between the individual and the environment.. in other words.. having a strictly biological model as opposed to what has been called a bio-psycho-social, that recognizes that the biology is important, but it also reflects our psychological and social relationships. And therefore trying to understand the biology in isolation from the psychological and social environment is futile. The result is that we are treating people purely through pharmaceuticals or physical interventions, greatly to the profit of companies that manufacture pharmaceuticals and which fund the research, but it leaves us very much in the dark about a) the causes and b) the treatment, the holistic treatment of most conditions. So that for all our amazing interventions and technological marvels, we are still far short of doing what we could do, were we more mindful of that unity. So the consequences are devastating economically, they are devastating emotionally, they are devastating medically.

Many complain that they are unable in meditation successfully to bring their active thoughts to an end. In the ancient Indian art of yoga, this cessation—called nirvikalpa samadhi in Sanskrit—is placed as the highest stage to be reached by the practitioner. This situation must be viewed from two separate and distinct standpoints: from that of yoga and from that of philosophy. Would-be philosophers seek to become established in that insight into Reality which is called Truth. Intuitive feeling is a higher manifestation of man’s faculties. So long as the feeling itself remains unobstructed by illusions, and—after incessant reflection, inquiry, study, remembrance, reverence, aspiration, training of thought, and purification—a man finds the insight dawning in his mind, he may not need to practise meditation. He may do so and he will feel the satisfaction and tranquillity which comes from it. Those who become sufficiently proficient in yoga, even if they achieve the complete cessation of thoughts, should still take up the pursuit of understanding and insight. If they are content with their attainment, they can remain for years enjoying the bliss, the tranquillity, the peace of a meditational state; but this does not mean knowledge in its fullest meaning. (20

Consistent use of the common, ubiquitous language helps reinforce a shared understanding and produce solutions that better reflect the mental model of the domain experts.

The organs and elements either generate or destroy each other in a particular pattern. This idea is a reflection of the Chinese principle of restoring equilibrium through balancing opposites (yin-yang) or of wuxing, which refers to the interlocking nature of the five elements. The idea of wuxing explains that each element exerts a generative and subjugative influence on one another. Wood will generate (or feed) fire and fire will generate new earth. Elements also subjugate or destroy each other. A practitioner diagnoses which elements might need to be generated or decreased and will figure treatment accordingly. Understanding this cycle is the key to creating balance within the system. GENERATIVE INTERACTIONS wood feeds fire fire creates earth earth bears metal metal collects water water nourishes wood DESTRUCTIVE INTERACTIONS These are often called “overcoming” interactions, as they involve one element being destroyed or changed by another: wood parts earth earth takes in water water quenches fire fire melts metal metal chops wood The ancient Chinese had a different idea of anatomy than Western physicians. Instead of being characterized by their position in the body, the organs were understood by the role they played within the overall system. They were therefore described by their interdependent relationships and connection to the skin via the blood (xue), fluids, meridians, and the three vital treasures described below. Just as organs flow in five phases, so do the seasons and points on the compass. There are four directions, with China representing the fifth (at the center). Unlike the Western compass, the Chinese compass emphasizes the south. This is summer, the hottest time of the year. It is appropriately linked to fire. West is the setting of the sun and is associated with autumn and metal, while north is winter and water (the opposite of the south). East, the rising sun, is linked with spring and wood. Earth is related to the center of the compass and late summer. If any of these phases are out of balance, the entire system is unbalanced. Blocks or stagnation anywhere can result in problems, as can excess or lack. A proper diagnosis will integrate all of these factors. FIGURE 4.20 THE FIVE CHINESE ELEMENTS THE THREE VITAL TREASURES The Three Treasures, sometimes called the Three Jewels, are keystones in traditional Chinese medicine. From the Taoist perspective, these three treasures constitute the essential forces of life, which are considered to be three forms of the same substance. These three treasures are: •​Jing, basic or nutritive essence, seen as represented in sperm, among other substances. •​Chi, life force connected with air, vapor, breath, and spirit. •​Shen, spiritual essence linked with the soul and supernaturalism. Most often, jing is related to body energy, chi to mind energy, and shen to spiritual energy. These three energies cycle, with jing serving as the foundation for life and procreation, chi animating the body’s performance, and shen mirroring the state of the soul.

The most talented practitioners seek out certification as a Six Sigma Black Belt,9 an honorific that has nothing to do with karate but rather reflects a noble and ultimately hopeless attempt to give the work some sex appeal.

These reflections inspire a strong sense of “renunciation,” an urgent desire to emerge from samsara and follow the path to liberation, which forms the foundation for the specific practices of taking refuge in the Buddha, the truth of his teaching, and the example of its practitioners, and so awakening a confidence and trust in our own inner buddha nature giving birth to compassion (Bodhichitta—the heart of the enlightened mind, which I shall explain in detail in Chapter 12) and training the mind to work with ourself and others and the difficulties of life removing obscurations and “defilements” through the visualization and mantra practice of purification and healing accumulating merit and wisdom by developing universal generosity and creating auspicious circumstances.1

I invite you now to reflect on the ways the three features of mindfulness - having compassion for your mind and the minds of your students, setting a concrete intention for mindfulness in the classroom, and embracing each classroom moment in all of its unique glory - can make you a mindful educational practitioner.

The third concept is called “Hansei” (honest self-reflection). Hansei is a Japanese method for understanding “what went wrong.” It’s about seeking clarity of thought through careful consideration of past mistakes. A skilled Hansei practitioner can analyze the multidimensional failures that led to an undesirable outcome. And, in doing so, he or she can gain valuable insights that will prevent similar errors from occurring in the future.

Reflecting a long-standing schism within the profession, which persists into the twenty-first century, RASSW argued that “a dichotomy exists within NASW between” social activists and clinical practitioners, which is exacerbated by the promotion of licensing. When all social services are threatened by the conservative political and ideological climate, a focus on licensing undermines the profession’s efforts to fight for “the survival and well-being of millions” (RASSW, February 1,1976, p. 3). Citing the opposition to licensing by such groups as the National Association of Black Social Workers (NABSW), RASSW asserted that efforts by NASW to promote licensing contradict its stated intent to fight racism within the social service field and were destructive of professional unity. Promoting licensing, in lieu of uniting around this struggle “is to fiddle while Rome burns” (p. 3). The paper also disputed the linkage between licensing and service quality. It added an interesting twist to the growing debate over professionalization by arguing that “under current political conditions licensure may actually decrease the accountability of social workers to their clients” (RASSW, February 1,1976, p. 5). The paper concluded that licensure neither protected nor improved service quality; rather, it divided workers and undermined their job security, as the recent attack on public education in New York City had demonstrated. Instead of fighting for licensure, RASSW proposed an alternative strategy that focused on building worker-client-labor-community coalitions and combating racism in social service agencies and other institutions.

One of the great dangers faced by monastic practitioners is that, after a few months or a few years or a few decades, we become weary of investing so much effort in the spiritual pursuit with so little evidence of having made very much progress.

Your progress as a Jiu Jitsu practitioner is a direct reflection of the standards you have for yourself.

In chapter 2 1 propose that one way to bridge this gap is to view preaching as an act of constructing "local theology"-that is, theology crafted for a very particular people in a particular time and place. Like theologies that have emerged from base communities in Latin America, preaching is a highly contextual act, requiring its practitioners to consider context as seriously as they consider biblical text in the interpretive process. Indeed, if we preachers want to reflect in our own proclamation the God who became incarnate for our sakes (meeting us on our turf), to remove from our own preaching any "false stumbling blocks" that might hinder a faithful hearing of the gospel, and to bring the gospel and contemporary life together in ways that capture and transform congregational imaginations, then we necessarily must first attend carefully to the contexts in which we are preaching.

This book is a defiant love letter to the world to come, for law students, teachers, researchers, practitioners – anyone willing to imagine a new world woven in a new design.

This is, you reflect, one of the consolations of the genre: any respectable practitioner must follow the rules in making the truth–however skillfully camouflaged by lies–accessible to all.

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all the major religions offer elements of truth, but as one gets more involved in a particular religion, it’s easy to become frustrated with the absurd beliefs a large amount of its practitioners hold. It then becomes very difficult to stay in a particular religion as one will think one’s way out of it and either be left as a kind of radical within that religion or move onto another with the hope of finding something that more closely reflects one’s beliefs.

Because economists go through a similar training and share a common method of analysis, they act very much like a guild. The models themselves may be the product of analysis, reflection, and observation, but practitioners’ views about the real world develop much more heuristically, as a by-product of informal conversations and socialization among themselves. This kind of echo chamber easily produces overconfidence—in the received wisdom or the model of the day. Meanwhile, the guild mentality renders the profession insular and immune to outside criticism. The models may have problems, but only card-carrying members of the profession are allowed to say so. The objections of outsiders are discounted because they do not understand the models. The profession values smarts over judgment, being interesting over being right—so its fads and fashions do not always self-correct.

There, but for the grace of God, go I” By taking hegemony over the word 'compassion', a strain of new-age yoga practitioners are slowing wriggling the word 'other' out of the empathy for the other's suffering, by narcissistically reflecting it back upon themselves, saying, 'how can I comfort myself now and be less self-critical?

Many of us are reactive, not proactive. We react. We hit back. We are ‘an eye for an eye’ practitioners. We attack when we are attacked, with good measure. Our barometer reads from the environment and makes us act accordingly. We are mirrors who reflect the anger in others, the bad attitude in the other person, the negative comments of others. Let me show you a higher level of living.

Let us consider, then, how the crisis of confidence in the professions has been interpreted by professionals who have given serious thought in their own fields to the adequacy of professional knowledge. On the whole, their assessment is that professional knowledge is mismatched to the changing character of the situations of practice—the complexity, uncertainty, instability, uniqueness, and value conflicts which are increasingly perceived as central to the world of professional practice.

Complexity, instability, and uncertainty are not removed or resolved by applying specialized knowledge to well-defined tasks. If anything, the effective use of specialized knowledge depends on a prior restructuring of situations that are complex and uncertain. An artful practice of the unique case appears anomalous when professional competence is modelled in terms of application of established techniques to recurrent events. Problem setting has no place in a body of professional knowledge concerned exclusively with problem solving. The task of choosing among competing paradigms of practice is not amenable to professional expertise.

Professionals have been disturbed to find that they cannot account for processes they have come to see as central to professional competence. It is difficult for them to imagine how to describe and teach what might be meant by making sense of uncertainty, performing artistically, setting problems, and choosing among competing professional paradigms, when these processes seem mysterious in the light of the prevailing model of professional knowledge. We are bound to an epistemology of practice which leaves us at a loss to explain, or even to describe, the competences to which we now give overriding importance.

The prototypes of professional expertise in this sense are the “learned professions” of medicine and law and, close behind these, business and engineering. These are, in Nathan Glazer’s terms, the “major” or “near-major” professions.6 They are distinct from such “minor” professions as social work, librarianship, education, divinity, and town planning. In the essay from which these terms are drawn, Glazer argues that the schools of the minor professions are hopelessly nonrigorous, dependent on representatives of academic disciplines, such as economics or political science, who are superior in status to the professions themselves. But what is of greatest interest from our point of view, Glazer’s distinction between major and minor professions rests on a particularly well-articulated version of the model of Technical Rationality. The major professions are “disciplined by an unambiguous end—health, success in litigation, profit—which settles men’s minds,”7 and they operate in stable institutional contexts. Hence they are grounded in systematic, fundamental knowledge, of which scientific knowledge is the prototype,8 or else they have “a high component of strictly technological knowledge based on science in the education which they provide.”9 In contrast, the minor professions suffer from shifting, ambiguous ends and from unstable institutional contexts of practice, and are therefore unable to develop a base of systematic, scientific professional knowledge. For Glazer, the development of a scientific knowledge base depends on fixed, unambiguous ends because professional practice is an instrumental activity. If applied science consists in cumulative, empirical knowledge about the means best suited to chosen ends, how can a profession ground itself in science when its ends are confused or unstable?

nothing “new” happening. The particular unique finite nondual moment reflects its particularity and in a sense changes the whole world. In this way the mountains, rivers, and earth are born with us. In this way, the very personal singular moment of the arising of the mind to practice is also the completed path of attainment with all beings. This finite moment of effort includes the infinity of all buddhas and ancestors. This is the intersection of all being-time as this being-time. It is mountains and seas arising within one blink of an eye, it is a flower being held up, it is a buddha awakening.

Most active-minded practitioners would prefer to venture into wider channels. Their natural hunting grounds would be the entire field of securities that they felt (a) were certainly not overvalued by conservative measures, and (b) appeared decidedly more attractive—because of their prospects or past record, or both—than the average common stock. In such choices they would do well to apply various tests of quality and price-reasonableness along the lines we have proposed for the defensive investor. But they should be less inflexible, permitting a considerable plus in one factor to offset a small black mark in another. For example, he might not rule out a company which had shown a deficit in a year such as 1970, if large average earnings and other important attributes made the stock look cheap. The enterprising investor may confine his choice to industries and companies about which he holds an optimistic view, but we counsel strongly against paying a high price for a stock (in relation to earnings and assets) because of such enthusiasm. If he followed our philosophy in this field he would more likely be the buyer of important cyclical enterprises—such as steel shares perhaps—when the current situation is unfavorable, the near-term prospects are poor, and the low price fully reflects the current pessimism.

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Divination means many things to many different practitioners. But in this class, we treat divination as a reflective practice—a way to ask better questions, not just get easy answers. Whether you view it as a spiritual connection, a psychological mirror, or an art form, it’s ultimately about empowering you to know yourself more deeply.

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【V信83113305】：The École supérieure d’art et design Le Havre-Rouen (ESADHaR) is a prominent French institution dedicated to higher education in visual arts, design, and media. Located across two campuses in Le Havre and Rouen, the school emphasizes experimental and interdisciplinary approaches to creative practice. With a strong focus on both theoretical and hands-on learning, ESADHaR encourages students to develop innovative artistic languages and engage critically with contemporary cultural issues. The school offers a dynamic environment supported by modern facilities, renowned faculty, and strong connections to the international art and design scenes. It prepares graduates to become versatile and reflective practitioners, capable of contributing meaningfully to the evolving fields of art and design.，勒阿弗尔-鲁昂高等艺术与设计学院留学本科毕业证, 办理法国大学毕业证书, 100%收到-ESADHaR毕业证书勒阿弗尔-鲁昂高等艺术与设计学院毕业证, 加急勒阿弗尔-鲁昂高等艺术与设计学院毕业证ESADHaR毕业证书办理多少钱, 购买勒阿弗尔-鲁昂高等艺术与设计学院文凭, 出售Ecole Supérieure d'Art et Design Le Havre-Rouen勒阿弗尔-鲁昂高等艺术与设计学院研究生学历文凭, 100%学历ESADHaR毕业证成绩单制作, 法国本科毕业证, 硕士文凭定制勒阿弗尔-鲁昂高等艺术与设计学院毕业证书