@article{Di Rezze_2020, title={Creating Temenos in the Classroom: Relational Encounter and the Subtle Alchemy of Transformation }, volume={32}, url={https://cjsae.library.dal.ca/index.php/cjsae/article/view/5589}, abstractNote={<p>The following article describes the interplay of self-knowledge and relational knowing in the co-creation of the classroom<em> temenos</em>. A nurturing classroom <em>temenos</em> is a particular quality of relational space which may be experienced by students as a place where they are safe, seen, heard and accepted. The greater temenos of the classroom is shaped and in-formed by teachers’ cultivation of their own <em>inner temenos </em>through mindful practices which can help build capacity for relationship. In this article I borrow alchemical language and processes to describe my experience of the relational temenos. I use select personal narratives and two key symbolic images to describe how this embodied knowledge of self and other might allow students and teachers to become more fully themselves. I suggest that it is in this invisible but existent intersubjective space or  “innermost layer” (Aoki, 1988, p. 20) of teaching where the potential for transformation and future well-being might be found.</p>}, number={2}, journal={Canadian Journal for the Study of Adult Education}, author={Di Rezze, Gianna}, year={2020}, month={Jun.}, pages={37–48} }