ProgrHow to train compassion

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How to Train Compassion July 20th to July 24th, 2011 Berlin, Germany FOR HUMAN COGNITIVE AND BRAIN SCIENCES LEIPZIG MAX PLANCK INSTITUTE

description

Program of Max Planck Institute for compassion studies

Transcript of ProgrHow to train compassion

Page 1: ProgrHow to train compassion

How to

Train Compassion

July 20th to July 24th, 2011

Berlin, Germany

FORHUMANCOGNITIVE AND BRAIN SCIENCES

LEIPZIG

MAXPLANCK

INSTITUTE

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Content

Schedule .........................................................................................................................6

Abstracts ......................................................................................................................11

Short Biographies ..................................................................................................20

Map overview with Locations .......................................................................32

Berlin Sights and Restaurant Suggestions ...........................................35

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Workshop Venue:

Studio Olafur Eliasson

Christinenstraße 18/19

Haus 2

10119 Berlin

Germany

http://www.olafureliasson.net

Contact during workshop:

Matthias Bolz: +49 (0)163 8350683

Sandra Zurborg: +49 (0)1577 6056912

Host Institution:

Max Planck Institute for Human Cognitive and Brain Sciences

Stephanstraße 1 a • D-04103 Leipzig, Germany

[email protected] • www.cbs.mpg.de

Editing: Matthias Bolz

Layout: Multimedia & Graphics

Berlin, July 2011

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Schedule

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Wednesday, July 20th, 2011

7:30 pm Departure Shuttle from the Hotel

8:00 – 10:00 pm Welcome Reception and Introductory Remarks at

the Berlin-Brandenburg Academy of Sciences and

Humanities

Jägerstraße 22/23

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Thursday, July 21st, 2011

7:30 – 8:30 am Breakfast at Studio Eliasson

8:30 – 9:00 am Introductory Remarks

Tania Singer & Olafur Eliasson

9:00 – 9:30 am Morning Meditation with Matthieu Ricard

9:30 – 10:00 am Refreshment Break

10:00 – 11:00 am Cultivating Compassion from a Buddhist

Perspective

Matthieu Ricard, Barry Kerzin, & Diego Hangartner

11:00 – 12:00 pm Curriculum for Physicians and Nurses in Compassion and

Ethics

Joan Halifax

12:00 – 12:15 pm Refreshment Break

12:15 – 1:15 pm Morning Discussion

Chairs: J. Grant & B. Bernhardt

Panel: M. Ricard, B. Kerzin, D. Hangartner, & J. Halifax

1:15 – 2:30 pm Lunch

2:30 – 3:30 pm Compassion-Focused Therapy

Paul Gilbert

3:30 – 4:30 pm Mindful Self-Compassion Training

Kristin Neff & Christopher K. Germer

4:30 – 5:00 pm Refreshment Break

5:00 – 6:00 pm Afternoon Discussion

Chairs: N. Steinbeis & J. Smallwood

Panel: P. Gilbert, K. Neff, C. K. Germer, & J. Latzel

6:00 – 6:30 pm Afternoon Meditation with Matthieu Ricard

6:30 – 8:00 pm Personal Time

8:00 pm Reception with Olafur Eliasson & Dinner

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Friday, July 22nd, 2011

8:00 – 9:00 am Breakfast at Studio Eliasson

9:00 – 9:30 am Morning Meditation with Diego Hangartner

9:30 – 10:00 am Refreshment Break

10:00 – 11:00 am The Cultivating Emotional Balance Project

Margaret Kemeny

11:00 – 12:00 pm Cognitive-Based Compassion Training

Brooke Dodson-Lavelle & Brendan Ozawa-de Silva

12:00 – 12:15 pm Refreshment Break

12:15 – 1:15 pm Morning Discussion

Chairs: V. Engert & N. Mendes

Panel: M. Kemeny, B. Dodson-Lavelle,

B. Ozawa-de Silva, & E. Simon-Thomas

1:15 – 2:30 pm Lunch

2:30 – 3:30 pm Compassion Cultivation Training Program

Erika L. Rosenberg

3:30 – 4:30 pm Short-Term Compassion Training & Challenges to Design

a Control Condition

Antoine Lutz

4:30 – 4:45 pm Refreshment Break

4:45 – 5:15 pm Compassion vs. Empathic Distress & Memory

Training as an Active Control

Tania Singer & Olga Klimecki

5:15 – 6:15 pm Afternoon Discussion

Chairs: H. Engen & T.Singer

Panel: E. L. Rosenberg, A. Lutz, C. Saron, O. Klimecki

6:15 – 6:45 pm Afternoon Meditation with Barry Kerzin

afterwards Personal Time

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Saturday, July 23rd, 2011

8:00 – 9:00 am Breakfast at Studio Eliasson

9:00 – 9:30 am Morning Meditation with Joan Halifax

9:30 – 10:00 am Refreshment Break

10:00 – 11:00 am Mindfulness-Based Intervention as Integral to a Program

of Compassion Training

Ulrike Kesper-Grossman & Paul Grossman

11:00 – 12:00 pm How to Train Compassion with the Modell of Non-Violent

Communication

Regula Langemann & Suna Yamaner

12:00 – 12:15 pm Refreshment Break

12:15 – 1:15 pm Morning Discussion

Chairs: C. McCall & O. Klimecki

Panel: U. Kesper-Grossman, P. Grossman,

R. Langemann, & S. Yamaner

1:15 – 2:30 pm Lunch

2:30 – 4:00 pm Integration, Final Discussion, & Future Directions

Moderated by Tania Singer

4:00 – 4:15 pm Refreshment Break

4:15 – 4:45 pm Afternoon Meditation with Joan Halifax

4:45 – 8:00 pm Personal Time

Sunday, July 24th, 2011

Departure Day

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Olafur Eliasson, Colour spectrum kaleidoscope, 2003 © 2003 Olafur Eliasson

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July 21st, 2011, 10:00 – 11:00 am

Cultivating Compassion from a Buddhist Perspective

Matthieu Ricard, Barry Kerzin, & Diego Hangartner

Mind & Life Institute, Boulder, CO, USA

Buddhist philosophy has been advocating that compassion is critical for human flourishing

and that it can be trained through particular practices. We will explore different method-

ologies and their underlying philosophical foundations on the basis of which compassion

can be developed. These methods vary depending on personal inclinations, and in conse-

quence can, and have, to be generated differently. All of these methods, however, lead to

generating compassion, which again is understood to be the source for relieving suffering.

One approach involves cultivating a feeling of closeness towards everyone based on recog-

nizing the kindness shown to us from everyone. From this feeling of closeness, we can more

easily open our hearts to love and compassion for all others, including close ones, strangers,

and those who make us uncomfortable. In another approach (from Mahayana Buddhism) we

will cultivate the importance of others through the practice of tong.len (taking suffering and

giving happiness) meditation. Wisdom eliminates the deepest level of suffering as an essen-

tial practice of compassion. Thus, we will also explore the practice of wisdom.

Furthermore, clarifications of the meaning of altruistic love, compassion, and empathy will

be presented according to the Buddhist perspective. In particular, we will attempt to dis-

tinguish between the emotional and cognitive aspects of compassion. The first one arises

chiefly from bringing to mind the variety of suffering that afflicts sentient beings. The sec-

ond one is related to investigating the various levels of suffering and their causes, down

to ignorance -defined here as a misapprehension of reality-,which is considered to be the

source of all other mental afflictions (hatred, attachment, lack of discernment, arrogance,

envy, etc.). We will also present the reasoning and wisdom that allow expanding our limited,

biased compassion, to all sentient beings. We will consider how these views could lead to

various angles of research. In particular, we will reflect on the way how stand-alone empathy,

disconnected from altruistic love and compassion, can lead to burn-out.

July 21st, 2011, 11:00 – 12:00 pm

Curriculum for Physicians and Nurses in Compassion and Ethics

Joan Halifax

Upaya Zen Center, Santa Fe, NM, USA

The presentation will cover a summary of the curriculum of Upaya Institute’s professional

training program for clinicians working in the end-of-life care field. This program is based

in a contemplative approach to caring for the dying and has a strong emphasis in compas-

sion training. Upaya Institute’s Professional Training Program in Contemplative End-of-Life

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Care teaches mindful and compassionate approaches to end-of-life care, clinician self-care

(self-compassion), the development of moral character (compassion-based ethics), and con-

templative interventions appropriate for clinicians and dying people. The training encom-

passes ethical, spiritual, psychological, and social aspects of care of the dying. In addition to

teaching reflective practices and compassion-based ethics and communication strategies,

it explores basic social neuroscience research that endeavors to give the contemplative ap-

proach an evidence-based perspective. The curriculum builds on contemplative practices

that regulate attention and emotion, cultivate compassion, aid in the development of a me-

ta-cognitive perspective, promote calm and resilience, reduce stress, and foster emotional

balance. The contemplative content undergirds so-called spiritual dimensions, i.e. sense of

meaning. It makes wise sense of meaning possible, by clarifying emotional states, developing

pro-social states of mind, and fostering compassion and wisdom.

July 21st, 2011, 2:30 – 3:30 am

Compassion-Focused Therapy

Paul Gilbert

Mental Health Research Unit, University of Derby, UK

There is a long history of using compassion to increase well-being but many of the tradi-

tional approaches assume that people are relatively psychologically stable. Not much exists

in the way of research on individual differences and how they indicate and require different

types of intervention.

Over the last 20 years or so, we have been working with people who come from difficult or

abusive backgrounds, where there was little compassion in their early life and who are often

prone to shame and highly self-critical. These individuals find the process of working with

compassion painful and are often resistant to such feelings. This is typical because feelings

of receiving kindness or being kind to oneself reactivates attachment systems and with it

unresolved traumas and difficulties.

Hence, using a compassion focus that aims to build internal compassionate capacities for

people who have quite serious mental health problems can be tricky. This has meant we

have had to tailor and design a variety of compassion focused interventions specifically as

a form of psychotherapy. My talk will briefly touch on the link between the roles and nature

of the affiliative systems, the undermining qualities of shame and self-criticism and what we

teach our patients.

Currently, compassion focused therapy is being explored with a range of different clinical

problems including psychosis, eating disorders, depression and personality disorders. We

are still learning how best to work with these different kinds of groups, where the blockades

are and what will help them move forward. My talk will give an overview of these areas and

also give the audience a brief opportunity to explore one or two of the imagery practices. As

asked, we will not be providing any data on efficacy.

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July 21st, 2011, 3:30 – 4:30 pm

Mindful Self-Compassion Training

Kristin Neff1 & Christopher K. Germer2

1University of Texas, Austin, TX, USA; 2Harvard Medical School, Arlington, MA, USA

The mindful self-compassion (MSC) training program is an 8-week course modeled on MBSR

with a focus on teaching self-compassion skills. The main practice of the MSC program is lov-

ing-kindness (metta) meditation, and other mindfulness meditations are taught with an em-

phasis on the compassionate attitude of mindfulness. Weekly sessions include meditation

training, group exercises, informal practices, and topics such as anchoring emotions in the

body, recognizing our common humanity, transforming challenging relationships, nourish-

ing our core values, and savoring our lives. The goal is to develop the habit of self-kindness

and self-soothing - rather than self-criticism - when we suffer, fail, or feel inadequate.

July 21st, 2011, 8:00 pm

Reception with Olafur Eliasson

Olafur Eliasson

Studio Olafur Eliasson & Berlin University of the Arts, Germany

At the evening session on Thursday 21st of July, Olafur Eliasson will initiate the workshop

participants to the practices of his studio and touch on how to think and work with emotions

and compassion in art. The artist’s work is characterized by his incessant exploration of our

modes of perceiving. One of his main ideas is to prompt us, the viewers or users of his works,

to examine the conditions of our perceptions through our individual experiences, thus, en-

abling us to re-evaluate our notions of what it means to be and act in the world; to consider

the consequences of our feelings and actions, in art and in society at large.

Described as experimental setups by himself, Eliasson’s works spans from photography to

installation, to sculpture and, more recently, film. Established in the mid-1990s, his Berlin

studio today counts about 45 craftsmen, architects, geometrics, art historians, and other cul-

tural workers. Here, he deploys light, color, and natural phenomena such as fog and waves

to test how movement, the senses, and the interaction of body and brain influence our per-

ception of our environment. Often the constructions of his artworks are kept visible in order

not to lull visitors into accepting the situations as natural. With the constructions laid bare,

we are made aware of the tools with which he thinks and works – tools that appear effective,

but do not amount to truths about the world.

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July 22nd, 2011, 10:00 – 11:00 am

The Cultivating Emotional Balance Project: Training Program and Outcomes

Margaret Kemeny

Department of Psychiatry, University of California, San Francisco, CA, USA

This presentation will focus on a training program that was developed by Paul Ekman, Alan

Wallace, and others as part of a research project called the Cultivating Emotional Balance

(CEB) project. The training program involved the integration of secularized meditation prac-

tices with various techniques drawn from psychological science designed to promote the

understanding and regulation of emotional life. Promotion of empathy and compassion

and reduction in negative social behavior were key goals of the training. The project in-

volved two studies, a pilot study of the CEB training program and a clinical trial to deter-

mine the impact of the training on psychological and biological outcomes in a sample of

female school teachers (participants were randomly assigned to the training or a waiting

list control condition). The 42 hour 8-week training program took place in a group format

with two trainers, and included didactic presentations, practices related to meditation and

to emotional awareness/understanding, and home practices. Participants learned a vari-

ety of meditation techniques, including concentration and mindfulness practices, as well as

kindness and compassion practices. In addition, the training program included an emotion

curriculum that involved training in: understanding emotions, recognizing one’s own emo-

tions and emotional patterns, and recognizing emotion in others. Assessments took place

before, after and 5 months following the end of the training. Results indicated that the CEB

training decreased negative moods and negative cognitive responses and increased posi-

tive states of mind including positive emotions, mindfulness, empathy, and reflection. Also,

participants increased their automatic compassionate responding during a task, in which

they viewed images of people who were suffering. The CEB group ruminated less after be-

ing exposed to a stressful task and showed a quicker reduction in the physiological stress

response and a stronger restorative response after the end of stress task. Participants also

engaged in less negative social behavior in a marital interaction task. Most of the effects

were retained at the follow-up period. Thus, the CEB training reduced emotional responses

that are destructive to the self (like depression and stress arousal), as well as those that are

destructive to others (such as hostile/contemptuous social behavior), while at the same time

promoting emotional responses that increase the well-being of the self and others, such as

compassion. Drs. Wallace and Ekman are in the process of training CEB trainers to dissemi-

nate the training program.

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July 22nd, 2011, 11:00 – 12:00 pm

Cognitive-Based Compassion Training (CBCT): Teaching Approaches and Preliminary Findings

Brooke Dodson-Lavelle

Emory University, Atlanta, GA, USA

This talk will offer an overview to the Cognitive-Based Compassion Training (CBCT) program

developed by Geshe Lobsang Tenzin Negi at Emory University, with particular attention to

the program rationale and structure, and the ways in which it has been adapted to meet

the needs of diverse populations. The CBCT program proceeds through eight key steps: (1)

developing attention and stability of mind; (2) cultivating insight into the nature of mental

experience; (3) cultivating self-compassion; (4) developing equanimity; (5) developing ap-

preciation and gratitude for others; (6) developing affection and empathy; (7) realizing aspi-

rational compassion; and (8) realizing active compassion for others. I will discuss the ratio-

nale for this sequence and present pedagogical strategies employed for each step. I will also

review the typical program structure and describe the ways in which our adult protocol has

been adapted for adolescents in the Atlanta foster care system and for children (ages 5-9) in

a private school in Atlanta. I will share anecdotes and preliminary findings from our ongoing

research projects and discuss future directions of our work.

July 22nd, 2011, 11:00 – 12:00 pm

Education for the New Millennium: Cognitive-Based Compassion Training for Children and Adolescents in

Educational and Foster-Care Settings

Brendan Ozawa-de Silva

Emory University, Atlanta, GA, USA

If compassion and empathy can be cultivated, how early should we begin the process?

Inspired by the vision of the Dalai Lama, Emory researchers have translated the lojong-based

cognitive-based compassion training (CBCT) program developed by Geshe Lobsang Tenzin

into programs for young elementary school children as well as adolescents in Georgia’s

foster care system. These programs train children in compassion using the same 8-stage

protocol designed for adults, but adapted in developmentally appropriate ways and taught

through the medium of stories, games, activities and exercises. This talk will present these

efforts to develop a model for an education of heart and mind that can be taught in schools,

share what has been learned over the past two years since the beginning of these programs,

and address key questions raised by introducing secular ethics into the classroom.

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July 22nd, 2011, 2:30 – 3:30 pm

The Compassion Cultivation Training Program: An Overview and Visit to a Secular Approach to Ancient Practices

Erika L. Rosenberg

Center for Compassion and Altruism Research and Education (CCARE) at

Stanford University, Palo Alto, CA, USA

I will overview and discuss the Compassion Cultivation Training program (CCT), developed

by Thupten Jinpa, myself, and others at CCARE at Stanford. I will briefly describe the develop-

ment of the CCT program, the current version of the training manual, and the key elements

of the course. Throughout the presentation, I will share our general pedagogical approach,

describe the practices, and then guide the participants in the meeting through a few key

exercises. The emphasis will be on illustrating the key elements of the training: stabilizing

mind, loving-kindness and compassion for a loved one, loving-kindness and compassion

for oneself, empathic connection, recognizing common humanity, increasing the circle of

compassion, active compassion practice, and the integrated daily practice. I will close by

discussing the various challenges of teaching this material and our approaches to managing

those concerns.

July 22nd, 2011, 3:30 – 4:30 pm

Methodological Challenges to Design a bona fide Control Condition for Compassion-Based Interventions

Antoine Lutz

Center for Investigating Healthy Minds, University of Wisconsin-Madison, WI, USA

This presentation will provide an overview of a short-term compassion/loving-kindness

training that was explored in our laboratory research. Meditation-based interventions in-

cluding mindfulness or compassion training are increasingly popular modes of treatment for

the reduction of physical and emotional distress. From earlier studies focused on pre-post

improvements, the field has grown and now includes substantial evidence that meditation-

based mental training improves mental and physical health compared to wait-list controls

and treatment as usual, and is of comparable efficacy to other psychological treatments.

Our training involves 30 minutes per day of guided practice for 2 weeks. Training consists

of both visualization and silent repetition of phrases focused on cultivating compassion to-

ward a loved one, oneself, a stranger, a difficult person, and all beings. The training specifi-

cally invites participants to experience the compassion emotionally and not to simply repeat

the phrases cognitively. It also invites participants to pay particular attention to visceral sen-

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sations that might be associated with the training. An active comparison condition, derived

from cognitive therapy, which is administered for the same duration of time in the same for-

mat, will also be described. In addition, methodological desiderata for a bona fide compari-

son condition will be delineated. However, the inadequacy of some control interventions

prevents a full understanding of meditation relative efficacy and prevents also valid tests

of meditation as the active ingredient responsible for positive outcomes. The creation of

such a control is thus an important methodological tool for future research. To illustrate this

methodological question we will present how we specified and validated a bona fide con-

trol condition, the Health Enhancement Program (HEP), to investigate the relative efficacy of

Mindfulness Based Stress Reduction (MBSR) and to test mindfulness as an active ingredient.

We will then discuss the possibilities and challenges to design a similar psychological placebo

for compassion-based interventions.

July 22nd, 2011, 4:45 – 5:15 pm

Differentiating Compassion from Empathic Distress and Introducing Memory Training as an Active Control Group

Tania Singer & Olga Klimecki

Max Planck Institute for Human Cognitive and Brain Sciences, Leipzig, Germany

First, we will discuss our experience with conducting training studies in which we differen-

tiate between two different forms of empathy, namely, empathic concern or compassion

on the one hand and empathic distress on the other hand. Preliminary results suggest that

these forms of empathy differ fundamentally in terms of their behavioral outcomes as well as

their neural and affective underpinnings. Empathy in general denotes the sharing of others’

emotions and can be transformed into compassion, which is associated with other-related

emotions of love, self-other distinction and an increase in prosocial motivation. In contrast,

empathy may also give rise to empathic distress, a state accompanied by self-centered expe-

riences of negative affect and stress that eventually result in withdrawal and may even lead

to burnout. In the second part of our talk, we will speak about the importance of including

an active control group in compassion training designs and suggest that cognitive memory

training based on mental imagery is a well-matched control for meditation-based compas-

sion training.

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July 23rd, 2011, 10:00 – 11:00 am

Mindfulness-Based Intervention as Integral to a Program of Compassion Training

Ulrike Kesper-Grossman1 & Paul Grossman2

1MBSR Institut, Freiburg, Germany; 2Department of Psychosomatic Medicine, Division of

Internal Medicine, University Hospital Basel, Switzerland

Theravada Buddhist understandings of mindfulness (samma-sati) explicitly or implicitly em-

phasize the quality of open-hearted non-judging and acceptance of present-moment expe-

rience. Definitions of mindful awareness become purely cognitive and denatured when the

latter factors go unrecognized. Thus, cultivation of a nonjudgmental stance is a central fea-

ture of mindfulness training. The Theravada notion of mindfulness is also implicitly embod-

ied in the original concept and delivery of MBSR, as stated in several relevant documents.

Nevertheless, the complexity of non-judging and its slowly unfolding nature has only occa-

sionally been seriously considered in the healthcare literature on mindfulness-based inter-

ventions (MBIs). We describe the basic features of the major MBIs derived from mindfulness-

based stress reduction and provide a rationale for how MBI integration may be useful or,

perhaps, even essential for the development of an effective program of compassion train-

ing. We assume that the four qualities of the Brahmavihara are the very foundation of non-

judging and acceptance. Without cultivation of mindfulness, we will not become aware of

the obstacles to non-judging and compassion (perhaps confusing them with their near-en-

emies). Without cultivation of non-judging and compassion, we will be unable to hone our

cognitive skills of paying attention in the specific ways that characterize mindfulness (e.g.

always getting distracted by the first unpleasant sensation).

July 23rd, 2011, 11:00 – 12:00 pm

How to Train Compassion with the Modell of Non-Violent Communication

Regula Langemann & Suna Yamaner

Metapuls AG, Tann-Dürnten, Switzerland

Non-violent Communication (NVC) according to Marshall Rosenberg (Ph.D.) is a commu-

nication and conflict resolution model, which aims at creating empathic linking to oneself

and between other human beings. NVC provides a map of how we express our feelings and

needs verbally (through language) and gives core relevance to create and maintain empathic

linking in a partnership way. Language not only reflects reality but also creates new realities.

Language is applied to establish a link to understand or be understood and to enable an em-

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pathic coaching process. But language can also hinder a linking with a broad range of domi-

nance inducing strategies such as judgments, prejudice, psychologizing, etc., which have to

be transformed in more life-serving connections. Empathy, according to Rosenberg, is a pro-

cess, which attempts to connect with the perspective of oneself or another person compas-

sionately without necessarily agreeing. The perspective of a person can be compassionately

accessed and verbally expressed by applying the four steps of Non-violent Communication

including some conceptual core differentiations: (Step 1) Observation: Sense awareness like

seeing, hearing, smelling, kinesthetic or body awareness versus interpretations, (Step 2)

Feelings: Feelings caused by concrete sensual stimuli versus feelings caused by conceptual

thinking like labeling, moral judging, static self-concept’s or sense-making concepts, (Step

3) Needs: Universal human needs like belonging, autonomy, appreciation, love, resonance,

empathy, etc. versus values and strategic actions, (Step 4) Strategic actions: Concrete strat-

egies, present requests, decisions versus wishful thinking, demands and vague undefined

expectations. The workshop will include a short theoretical input, a demonstration of the

model by role-plays and training opportunities for the participants.

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is a Doctoral Student in the Graduate Division of Religion at

Emory University. Her work focuses on the confluence of

Buddhist contemplative theory and cognitive science.

She currently serves as an instructor for several studies exam-

ining the efficacy of a secular, Cognitive-Based Compassion

Training (CBCT) program for adults and school children, as

well as adolescents in Atlanta’s foster care system. Brooke

is also the Program Coordinator for both the Emory-Tibet

Partnership and the Emory Tibetan Mind/Body Sciences

Summer Study Abroad program in Dharamsala, India. Prior

to attending Emory, she earned her B.A. in Religion and

Psychology at Barnard College and her M.A. in Religion at

Columbia University. While at Columbia, she also worked as a

Research Coordinator for the Columbia Integrative Medicine

Program, where she developed and led mindfulness-based

meditation programs for a variety of clinical populations.

was born in Copenhagen, Denmark, in 1967 to Icelandic par-

ents and studied at the Royal Danish Academy of Fine Arts

between 1989 and 1995. He is a contemporary artist known

for sculptures and large-scale installation art, employing el-

emental materials such as light, water, and air temperature

to enhance the viewer’s experience. In 1995, he established

the Studio Olafur Eliasson in Berlin, a laboratory for spatial

research. Olafur represented Denmark at the 50th Venice

Biennale in 2003 and later that year installed The Weather

Project at Tate Modern, London. The Take your time: Olafur

Eliasson project, a survey organized by the San Francisco

Museum of Modern Art in 2007, travelled until 2010, with ven-

ues including The Museum of Modern Art in San Francisco and

the PS1 Contemporary Art Center in New York City. His exhibi-

tion Innen Stadt Außen (Inner City Out) opened at the Martin

Gropius Building in Berlin in 2010 with interventions across

the city.

Brooke Dodson-Lavelle

Olafur Eliasson

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is a clinical psychologist in private practice, specializing

in mindfulness, acceptance, and compassion-based psy-

chotherapy. He is a founding member of the Institute for

Meditation and Psychotherapy and has been a Clinical

Instructor in Psychology at Harvard Medical School for

most of the past 27 years. He is the author of The Mindful

Path to Self-Compassion and co-editor of Mindfulness and

Psychotherapy and the forthcoming Compassion and Wisdom

in Psychotherapy. He lectures and leads workshops interna-

tionally on mindfulness and self-compassion.

Christopher K. Germer

is the head of the Mental Health Research Unit as well as

Professor of Clinical Psychology at the University of Derby.

He has a degree in Economics, a Masters in Experimental

Psychology, a PhD in Clinical Psychology, and a Diploma in

Clinical Psychology awarded by the British Psychological

Society in 1980. He was made a fellow of the British

Psychological Society for contributions to psychologi-

cal knowledge in 1993 and was President of the British

Association for Cognitive and Behavioural Psychotherapy in

2003. Paul has also served on the Government Depression

NICE Guideline committee and has published and edited 21

books, over 100 academic papers and 39 book chapters. He

is currently a Series Editor for a Compassionate Approaches to

Life Difficulties series. After years of exploring the processes

underpinning shame and its role in a variety of psychopa-

thologies, his current research is exploring the neurophysi-

ology and therapeutic effectiveness of compassion-focused

therapy.

Paul Gilbert

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is a Zen Buddhist roshi, anthropologist, human rights activist,

and the author of books on Buddhism and spirituality. She

is a leader in the field of socially engaged Buddhism, and a

pioneer in the end-of-life care field. She currently serves as

abbot and guiding teacher of the Upaya Zen Center in Santa

Fe, which she founded in 1990. Joan received Dharma trans-

mission from both Bernard Glassman and Thich Nhat Hanh,

and previously studied under the Korean master Seung Sahn.

She was an Honorary Research Fellow at Harvard University’s

Peabody Museum, received a National Science Foundation

Fellowship in Visual Anthropology, held the Rockefeller Chair

at CIIS and the Harold C. Wit Chair at Harvard Divinity School,

and is currently a Distinguished Visiting Scholar at the Library

of Congress in Washington DC. She is also on the board of

directors of the Mind & Life Institute, a non-profit organiza-

tion dedicated in exploring the relationship of science and

Buddhism.

Joan Halifax

is the Director of Research at the Department of

Psychosomatic Medicine, Division of Internal Medicine, at the

University Hospital Basel. He has published books on mind-

fulness in psychology and healthcare, and has been a prin-

cipal investigator of several investigations of mindfulness-

based intervention for debilitating, long-lasting medical

conditions (including multiple sclerosis, fibromyalgia, and se-

quelae of bone marrow transplantation). He also studies vari-

ous aspects of relations between psychology and respiratory

and cardiovascular physiology. Paul is the Associate Editor

of the journal Mindfulness, a Science and Contemplative

Affiliate of the Mind & Life Institute, and teaches mindfulness

and Buddhist psychology at the Psychological Institute of

the University of Freiburg. He has practiced insight medita-

tion for many years and completed the MBSR Internship at

the University of Massachusetts Medical School, Center for

Mindfulness in 1998.

Paul Grossman

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23

is the Director of International Operations at the Mind & Life

Institute. He completed his studies in pharmacology at the

Swiss Federal Institute of Technology in Zurich, specializing

in psychotherapeutic and psychoactive substances. Having

worked with drug addiction, he became interested in under-

standing the workings of mind and consciousness. After en-

countering Buddhism, he then spent 11 years in Dharamsala,

India, where he first learned Tibetan and then studied for

7 years at the Institute of Buddhist Dialectics. During those

years, he did several retreats and worked as a translator and

interpreter. After returning to Europe in 2003, he taught

widely, worked as the General Secretary and project manag-

er of His Holiness the Dalai Lama’s visits in Switzerland 2005

and in Hamburg 2007. Presently, he is the General Secretary

of Mind & Life International, based in Zurich and is the Mind

and Life Chief Operating Officer and Director of Program,

Research and International.

works as a homeopathic medical doctor in Freiburg,

Germany since 1992. He studied Philosophy in Munich and

Medical Science in Freiburg. Since 1998 he teaches seminars

on Homeopathy. Johannes also works as a MBSR teacher

(mindfulness-based stress reduction, according to Jon Kabat-

Zinn) and offers classes together with his wife Susanne Latzel

on stress reduction training and thankfulness.

Diego Hangartner

Johannes Latzel

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24

is a Professor in the Department of Psychiatry at UC San

Francisco and the Director of the Health Psychology Program.

Her training is in health psychology and clinical immunology

and her research is in the field of psychoneuroimmunology.

Her research program focuses on the effects of psychologi-

cal factors on the neuroendocrine system, the immune sys-

tem and health/disease. Margaret is particularly interested

in how specific cognitions and emotions are linked to the

immune system and health and how psychological inter-

ventions could have emotional, immunological, and health

benefits. She has been involved in research on a number of

psychological interventions, including studies of meditation,

to determine if changes in cognition and emotion can affect

physiological systems tied to health. She was the Principal

Investigator of the Cultivating Emotional Balance project that

evaluated effects of a meditation/emotion regulation cur-

riculum on psychological and biological processes, including

compassion.

Margaret Kemeny

is a Buddhist monk, teacher, and medical doctor. After re-

ceiving a Bachelor of Arts in Philosophy from the University

of California at Berkeley, he went on to receive a Medical

Doctor degree from the University of Southern California. He

is a former Assistant Professor of Medicine at the University

of Washington. He has lived in Dharamsala, India, for 22

years and provides medical care to many high lamas as well

as poor people in India, all on a charitable basis. His Holiness

the Dalai Lama ordained him as a bikkshu, or gelong, a ful-

ly ordained Buddhist monk. He has completed many short

and long meditation retreats over the last 27 years. At the

University of Wisconsin, Madison, and Princeton University

in New Jersey, Barry spends about 7 to 8 months annually

teaching Buddhist science and modern science, death and

dying, teaching Shantideva, leading meditation retreats,

and leading sacred pilgrimages, in India, Japan, Mongolia,

North America, Europe, and Russia.

Barry Kerzin

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holds a M.A. in education, and is a trained Rogerian

Psychotherapist and Yoga teacher, certified by the German/

European Yoga Association. In 1994, she completed a MBSR

internship at the Center for Mindfulness at the University of

Massachusetts Medical Center and also taught MBSR there

for several years. Since then, she has been teaching MBSR

courses for a wide range of people and conducted seminars

for healthcare professionals. Ulrike has participated as teach-

er and clinical adviser in several clinical research projects on

mindfulness interventions for patients suffering from chron-

ic illness (e.g., multiple sclerosis, fibromyalgia, and cancer

survivors) at the Freiburg Institute for Mindfulness Research

and the University Hospital Basel, where she also has a su-

pervisory function in the MBSR program of the Department

for Psychosomatic Medicine. The major focus of her work for

the last five years has been to develop and direct a 1.5-year

professional training program for MBSR teachers, designed

primarily for healthcare professionals at the MBSR Institute

in Freiburg, Germany.

Ulrike Kesper-Grossman

is a Doctoral Student with Prof. Tania Singer at the Department

for Social Neuroscience at the Max Planck Institute for

Human Cognitive and Brain Sciences in Leipzig. She studied

psychology at the University of Mainz for three years and

then completed her Master of Neuroscience at University

College London in 2007 before starting her PhD thesis with

Tania Singer at the Laboratory for Social and Neural Systems

Research at the University of Zurich.

Olga Klimecki

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is the Co-Owner of Metapuls AG Für Unternehmenskultur und

Frauenförderung (For Corporate Culture and Women’s Equal

Opportunity) since 1993. Since then, she has worked as a

trainer and coach for communication, conflict resolution, and

supervision. She also works as a Psychodrama Assistant and

Lecturer for Non-violent Communication at the Institute for

Humanistic Art Therapy in Zurich, at a large continuing edu-

cation institute, and at Cura Viva (Institute for Management

and Leadership). Furthermore, Regula worked in a commu-

nity center in Zurich and had had a practice for body work

for 8 years in San Francisco. She is a certified trainer for

Nonviolent Communication with the Center for Non-violent

Communication, USA since 1998 and worked and organized

seminars in collaboration.

Regula Langemann

is a Senior Scientist at the Laboratory for Functional

Brain Imaging and Behavior at the Waisman Center at the

University of Wisconsin-Madison. He received his PhD in

Cognitive Neuroscience from the University of P. and M. Curie

in Paris under the supervision of Francisco Varela in 2002 and

has been a Post-doctoral Research Fellow under the super-

vision of Richard Davidson at the University of Wisconsin-

Madison. Antoine’s principal research focus has been on the

neuro-dynamical correlates of consciousness and on the re-

lationship between neuroplasticity and meditation training.

His research has been largely supported by grants from the

National Institute of Health. He is associated to the Center for

Investigating Healthy Minds in Madison.

Antoine Lutz

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studied communications as an undergraduate at the

University of California at Los Angeles. She did her graduate

work at University of California at Berkeley, studying moral

development. Her dissertation research was conducted in

Mysore, India, where she examined children’s moral reason-

ing. She then spent two years of post doctoral study with Dr.

Susan Harter at Denver University, studying issues of authen-

ticity and self-concept development. Her current position

at the University of Texas at Austin started in 1999. During

Kristin’s last year of graduate school in 1997 she became in-

terested in Buddhism, and has been practicing meditation in

the Insight Meditation tradition ever since. While doing her

post-doctoral work, she decided to conduct research on self-

compassion – a central construct in Buddhist psychology and

one that had not yet been examined empirically. In addition

to her pioneering research into self-compassion, she has de-

veloped an 8-week program to teach self-compassion skills.

The program, co-created with her colleague Chris Germer at

Harvard University, is called Mindful Self-Compassion.

Kristin Neff

serves as Associate Director for Buddhist Studies and Practice

at Drepung Loseling Monastery in Atlanta and a research fel-

low at the Emory-Tibet Partnership at Emory University. After

receiving his PhD of Philosophy from Oxford University in

2003 he taught as Visiting Professor of Spirituality and World

Religions at Emory University until 2005. Now pursuing a sec-

ond doctorate at Emory in the area of Buddhism and cogni-

tive science, he focuses his research on Buddhist and scien-

tific understandings of compassion and how it is cultivated,

and works to develop pedagogical curricula that facilitate

the cultivation of emotional and social intelligence in edu-

cational settings.

Brendan Ozawa-de Silva

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has lived in the Himalayan region for the last 40 years. Born

in Aix-les-Bains, Savoie, France, he is the son of the late phi-

losopher Jean-François Revel and the abstract painter, Yahne

Le Toumelin. He earned a PhD degree in Cell Genetics at the

Institute Pasteur in Paris under the Nobel Laureate Francois

Jacob. Since 1972, he has lived in India, Bhutan and Nepal.

He is a Buddhist monk and has served as the French inter-

preter for His Holiness the Dalai Lama since 1989. Matthieu

is a member of the Mind & Life Institute, an organization

dedicated to collaborative research between scientists and

Buddhist scholars and meditators on the effect of mind train-

ing and meditation on the brain. He is engaged in research

on this at the University of Madison-Wisconsin, Princeton

University, and UC Berkeley. He donates all proceeds from

his books and much of his time to 40 humanitarian projects

(clinics, schools, orphanages, elderly people’s homes, bridg-

es, vocational training) in Nepal, India and Tibet. He received

the French National Order of Merit for his humanitarian work.

Matthieu Ricard

is an emotions researcher, educator, and world-renowned

expert in facial expression measurement. She is also long-

time practitioner and teacher of meditation. Erika serves

on the Faculty of Nyingma Institute of Tibetan Studies in

Berkeley, where she teaches meditation courses and work-

shops for working with emotions in daily life and the devel-

opment of mindfulness and compassion. Erika worked on the

development of a secular Compassion Cultivation Training

(CCT) program with Geshe Thupten Jinpa at the Center for

Compassion and Altruism Research and Education (CCARE)

at Stanford University, where she is a senior teacher. She has

taught CCT at Google, to several community samples, and

presented it to His Holiness the Dalai Lama. As a consulting

scientist with the Center for Mind and Brain, at UC Davis, Erika

is a senior investigator on the Shamatha Project, a controlled

intervention trial on sustained meditation training. Currently,

she consults with and trains a number of academic and non-

academic clients.

Erika L. Rosenberg

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is an Associate Research Scientist at the Center for Mind and

Brain and M.I.N.D. Institute at UC Davis. He received his PhD

in Neuroscience from the Albert Einstein College of Medicine

at Yeshira University in New York City in 1999 studying the

electrophysiology of interhemispheric visuomotor integra-

tion.

Cliff has had a long-standing interest in behavioral and brain

effects of meditation practice. He has been a frequent Faculty

Member at the Mind & Life Summer Research Institute and

is currently a Member of the Mind & Life Institute’s Program

and Research Council. In the early 1990’s, he was centrally

involved, along with Francisco Varela, Alan Wallace, and

Richard Davidson among others in a field research project

investigating Tibetan Buddhist mind training under the aus-

pices of the Private Office of His Holiness the Dalai Lama and

the Mind & Life Institute. Currently, in collaboration with a

large consortium of scientists and researchers at UC Davis

and elsewhere, he is Principal Investigator of the Shamatha

Project, conceived with and taught by Alan Wallace.

Clifford Saron

is the Associate Director and Senior Scientist for the Center

for Compassion and Altruism Research and Education

(CCARE) at Stanford University. Emiliana earned her PhD in

Cognition, Brain and Behavior at UC Berkeley studying the in-

terplay between affect and cognition with Dr Robert Knight

as her mentor. Her post-doctoral research examined the af-

fective and cognitive properties, the display behaviors and

the autonomic and central neural signals associated with

pro-social states like compassion within Dr Dacher Keltner’s

Social Interaction Laboratory. She recently joined CCARE to

accelerate and expand research directives towards establish-

ing a basic scientific understanding of compassion, validat-

ing the potential to cultivate compassion and demonstrating

the potential benefits of compassion to health, well-being

and psychosocial function.

Emiliana Simon-Thomas

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received her PhD in Psychology from Free University in Berlin

in 2000 which was awarded the prestigious Otto Hahn Medal

of the Max Planck Society. Then, she became a Post-doctoral

Fellow at the Max Planck Institute for Human Development

in Berlin until 2002, later at the Wellcome Department of

Imaging Neuroscience in London and at the Institute of

Cognitive Neuroscience, London, in 2006. She accepted a

position as Assistant Professor at the University of Zurich in

2006 and then as Inaugural Chair of Social Neuroscience and

Neuroeconomics as well as Co-Director of the Laboratory

for Social and Neural Systems Research. Since 2010, she is

the Director of the Department for Social Neuroscience

at the Max Planck Institute for Human Cognitive and Brain

Sciences in Leipzig. In 2011, she was awarded Honorary

Professorship at the University of Leipzig and at Humboldt

University in Berlin and is also a Honorary Research Fellow

at the University of Zurich. She has published multiple pa-

pers in high-impact journals such as Science and Nature, and

is currently an Advisory Board Member of the Society for

Neuroeconomics and a Fellow at the Mind & Life Institute.

Tania Singer

is the Founder and Co-Owner of Metapuls AG Für Unter-

nehmens kultur und Frauenförderung (For Corporate Culture

and Women’s Equal Opportunity). Since 1992, she is a train-

er for communication, conflict resolution, supervision and

coaching in business, administration, non-profit organiza-

tions (NGO’s), schools and universities both in Switzerland

and abroad. Suna is also a lecturer for gender and trans-

cultural communication at the University of St. Gallen, the

Academy of Art and Design, Zurich, and the Lucerne School

of Social Work, Switzerland. She is a certified trainer for

Nonviolent Communication with the Center for Non-violent

Communication, USA since 1998 and worked and organized

seminars in collaboration. Previously, she has worked for 15

years as the head of an international organization for Dow

Jones, founding and running offices in Zurich, Paris, Vienna,

and London.

Suna Yamaner

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500 ft100 m

Johannisstraße

ZiegelstraßeReinhardtstraße

Ziegelstraße

Tuch

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e

Fried

richstra

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e

Hannoverische

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t

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do

rffstraß

e

Schlegelstraße

Zinnowitzer S

traße

Julie

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Am

Nordbahnhof

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Linienstraße

Auguststraße

Oranienburger Str. Tuch

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pstraße

Tieckstraße

Invalidenstraße

Schröderstraße

Gartenstraße

Gartenstraße

Berg

straße

Berg

straße

Ackerstraße

Anklamer Stkerstraße

Bergstraße

InvalidenstraßePappel

platz

Borsigstraße

No

valisstraße

TorstraßeHannoverische Straße

BUS

BUS

BUS

142G

artenstraße

Gartenstraß

InvalidenstraßeI lid

Invalidenstraße

Torstraßestraße

Chausseestraße

rnauer S

t

Bernauer S

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do

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nd

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Schlegelstraße

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traße

Julie

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traße

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ordbahnhohofhof

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No

valisstraße rTorTor trstrstr ßeaßeaßea

BBBBBBUUUS

Hannoversche StraßePhilippstra

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Red arrows show points

of access to the Campus

North at:

Friedrichstraße (at the

Dreispitzpassage)

A

C

B

D

500 ft100 m

PhiPhi he Straße

FLOWER'S Boardinghouse Mitte

Mulackstraße 1

10119 Berlin

Fon: +49 (0) 30 280 45 306

E-mail: [email protected]

http://www.flowersberlin.de

2Haus 5, on the Campus North

of Humbolt University

Philippstraße 13

10115 Berlin

http://www.hu-berlin.de

1

1

1

Haus 5, on the Campus North of Humbolt University

Haus 5

32

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Oranienburger Str.

Ro

sen

thal

er S

tr.

Münzstraße

Ro

chst

raß

e

Dircksenstraße

Memhardstraße

UWeinmeisterstraße

URosenthaler Platz

URosa-Luxemburg-Platz

Bru

nn

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Torstraße

Torstraße

Torstraße

Sch

ön

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ser

Alle

e

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Ko

pp

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ine

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gu

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Joach

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Gro

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Ham

bu

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Auguststraße

Ro

senth

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Ro

sen

thale

r Straße

Gipsstraße

Linienstraße

Linienstraße

Mulackstraße

Steinstraße

Go

rman

nst

raß

e

cker

stra

ße

Max

-Be

er-

Stra

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Alt

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chö

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rist

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e

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plin

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tr.

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ori

ne

r St

r.

Veteranenstraße

Fehrbelliner Str.

Zehdenicker Str.

Zionskirchstraße

Schwedter Str.

Lottumstraße

Fehr

kirch

straße

beth

Elisa

belliner Str.

Torstraßeße

Torstraße

Torstraße

BUS

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isti

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Fehrbelliner Str.

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Zehdenicker Str.St

Zionskirchstraße

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Schwedter St

dter S

Lottum

Fehrh belliner Str.

Studio Olafur Eliasson

Christinenstraße 18/19

Haus 2

10119 Berlin

http://www.olafureliasson.net

4SCHOENHOUSE APARTMENTS

Schönhauser Allee 185

10119 Berlin

Fon: +49 (0)30 47 37 39 7 - 0

E-mail: [email protected]

http://www.schoenhouse.de

3

4

3

2

Studio Olafur Eliasson

Contact during workshop: Matthias Bolz +49 (0)163 8350683;

Sandra Zurborg +49 (0)1577 6056912

A

B

C

G F

H

I

J

E

D

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Attractions Berlin

35

AttttttAtttraccraccctiotiotiooons n Berlin

Berlin Attractions:

Restaurants (see program map pages 32–33)

F bixel´s (International)

Mulackstr. 38

G Green Tea Café (Tea & Coffee)

Mulackstr. 33

H Louisiana Kid (American)

Alte Schönhauser Str. 2

I I Due Forni (Italian)

Schönhauser Allee 12

J Muret la Barba (Italian)

Rosenthaler Str. 61

Sights (see separate map for destinations)

Berliner Dom (Main Protestant Church

in Berlin)

Am Lustgarten

Unter den Linden (Tourist Attraction)

Street extends from Pariser Platz at the

Brandenburg Gate and remains up to

the Schlossbrücke Bridge

Many sights along the way (Humboldt

University, Brandenburg Gate,

Deutsche Staatsoper, Neue Wache)

Kollwitzplatz (typical Berlin Square with

many Restaurants and Shopping)

Kollwitzstr. 59

Volksbühne (Theater-Salon)

Linienstr. 227

A Monsieur Vuong (Asian)

Alte Schönhauser Str. 46

B Good Morning Vietnam (Asian)

Alte Schönhauser Str. 60

C YamYam (Korean)

Alte Schönhauser Str. 6

D Cantamaggio (Italian)

Alte Schönhauser Str. 4

E Blaues Band (Cafe)

Alte Schönhauser Str. 7–8

Museumsinsel (various Museums on a

small Island of the River Spree)

Bodestr. 1–3

Berliner Fernsehturm (Birdseye View of

Berlin-Restaurant) and Alexanderplatz

(Central Square)

Panoramastr. 1

Area between Linienstr., Auguststr., &

Tucholskystr. (Galeries and High End

Shopping Boutiques)

Stiftung Neue Synagoge Berlin

(Centrum Judaicum- Synagoge)

Oranienburger Str. 28–30

Hackescher Markt S-Train Station

(lively Area with various Restaurants &

Boutique Shopping)

Page 36: ProgrHow to train compassion