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Hearth Summit Higher Ed 2025

ABOUT THE SUMMIT ABOUT THE SUMMIT

Fostering Wellbeing in Higher Education

After an incredible first edition, Hearth Summit Higher Ed returns to continue sparking wellbeing and positive change in the higher education sector! Get ready for another transformative experience where an exploration of wellbeing at every level — individual, organizational, societal, and ecological — will intersect, all in pursuit of creating a culture of wellbeing within higher education.

Stay tuned for more information.

In the meantime, express your interest in attending this year’s summit and catch a glimpse of Hearth Summit Higher Ed 2024.

Express Your Interest in Attending Hearth Summit Higher Ed Express Your Interest in Attending Hearth Summit Higher Ed

Registrations aren’t open yet for Hearth Summit Higher Ed, but you can express your interest in attending with this form. We’ll share your information with the organizers!

HOSTED BY HOSTED BY

The Wellbeing Project’s Wellbeing in Higher Education Network

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Discover the Wellbeing Movement in Higher EducationDiscover the Wellbeing Movement in Higher Education

Meet and hear stories from the changemakers championing the wellbeing movement in higher education.

Human Flourishing in EducationHuman Flourishing in Education

Stories from the Hearth

Hearth Summit São Paulo Session Featuring:

Enrique Tamés

Director of Human Flourishing Projects, Tecnológico de Monterrey
🌍 Monterrey, México

In São Paulo at the second regional summit held at FACENS University, Enrique Tamés, Director of Human Flourishing Projects, Tecnológico de Monterrey, took to the stage to share insights into human flourishing and education.

Watch the session below (in Portuguese) or click the cc button to generate auto-subtitles in a different language.

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Dive Into Stories From Around the World

Discover Wellbeing in Higher EducationDiscover Wellbeing in Higher Education

Meet and hear stories from the changemakers championing wellbeing in higher education.

Intergenerational Leadership and EducationIntergenerational Leadership and Education

Stories from the Hearth

Hearth Summit Higher Ed Session Featuring:

Papalii Dr. Tusi Avegalio

Innovation expert and retired director of the Pacific Business Center Program at the University of Hawai’i – Manoa
🌍 Manoa, Hawai’i

In México at the annual Wellbeing in Higher Education gatheringPapalii Dr. Tusi Avegalio, innovation expert and retired director of the Pacific Business Center Program at the University of Hawai’i – Manoa, shares his invaluable intergenerational wisdom and vision for the future such: the power of ancestral wisdom to meet contemporary challenges; how Pacific community values ​​can guide innovation and entrepreneurship; deep reflections on intergenerational leadership in times of change; and strategies to boost community wellbeing through education and research. Dr. Tusi is also an Elder guiding the student-led Ecological Belonging fellowship. Watch the session (in English).

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Dive Into Stories From Around the World

Discover Wellbeing in Higher EducationDiscover Wellbeing in Higher Education

Meet and hear stories from the changemakers championing wellbeing in higher education.

Indian Wisdom and Conscious LeadershipIndian Wisdom and Conscious Leadership

Stories from the Hearth

Hearth Summit Higher Ed Session Featuring:

Nilima Bhat

Distinguished Professor in Gender and Conscious Leadership Studies, Tec de Monterey
🌍 Querétaro, México

In México at the annual Wellbeing in Higher Education gatheringNilima Bhat, distinguished professor in gender and conscious leadership studies, introduced changemakers us to the concept of Shakti Leadership: a powerful fusion of ancient Indian wisdom and emerging knowledge. Learn about the essence of Shakti Leadership, which balances feminine and masculine energies in leadership, and how practices like mindfulness can strengthen your leadership and daily wellbeing. Watch the session (in English).

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Dive Into Stories From Around the World

Discover Wellbeing in Higher EducationDiscover Wellbeing in Higher Education

Meet and hear stories from the changemakers championing wellbeing in higher education.

Wellbeing Wisdom From India: An Interview with Dr. Mala Kapadia on Intergenerational Trauma and Ecological Belonging Wellbeing Wisdom From India: An Interview with Dr. Mala Kapadia on Intergenerational Trauma and Ecological Belonging

A CONVERSATION WITH:

Dr. Mala Kapadia

Director, Anaadi Centre for Indigenous Knowledge Systems, Anaadi Foundation
🌍 Tamil Nadu, India

What can traditional Indian Knowledge Systems teach the world about wellbeing?

Dr. Mala Kapadia, director of the Anaadi Centre for Indigenous Knowledge Systems at the Anaadi Foundation, shares knowledge and practices from the Indian sciences of Ayurveda, Yoga, Aesthetics, and Poetry, around Ecological Belonging and intergenerational trauma.

Watch the full video for her teachings, or read the highlights below.

“In India, I realized that the ideal could be that India becomes the voice for humanity — where you see the vibrancy of people practicing Ayurveda, practicing Yoga, living their civilizational, cultural values, which is slowly happening post-pandemic. It is slowly happening.”

WHAT ARE THE SCIENCES OF AYURVEDA AND YOGA AND HOW DO THEY RELATE TO WELLBEING?

Ayurveda, as they describe it, is a manual of life skills. It’s not just a medicinal system. It’s Veda- knowledge of ayu. Ayu is life. Ayurveda actually describes Life, and the beauty of Ayurveda is that it is for everyone. It’s not only for Indian people. It’s not for the people from a certain region, but the Sages talked about humanity at large. They say that our life has purpose and meaningfulness and to achieve that, there are paths, right?

The path begins with dharma, a Sanskrit word coming from the etymology  Dharayati Iti Dharma. Meaning, anything that sustains you, holds you together, is dharma. I feel it’s a beautiful way to look at our life. It’s only psychology that has taken more than 200 years to reach positive psychology where Martin Seligman and others are talking about meaningfulness. And here there are sages many, many millennia ago who wrote about how life has to be meaningful for us to be healthy and happy. They describe life as Hita, beneficial to self and others, because they always saw life as a continuum: we and the Cosmos, we and everyone else, are interconnected. And only when we are leading a life which is interconnected and integral, can we be happy. And happiness is, not the pursuit of happiness that we understand today in a modern language, but it’s all about the State of Being. With the wellbeing crises that we see today, I realize that Ayurveda beautifully connects the wellbeing of the planet and wellbeing of an individual.

With the wellbeing crises that we see today, I realize that Ayurveda beautifully connects the wellbeing of the planet and wellbeing of an individual.

WHAT DO AYURVEDA, YOGA AND OTHER INDIAN SCIENCES TELL US ABOUT NEUROSCIENCE, EMOTIONS, AND HEALING?

What Yoga, Ayurveda, and the science of Aesthetics are talking about is being rediscovered and not just rediscovered, it’s being validated scientifically by some modern theorists. Today a lot of scientists talk of neurotransmitters, et cetera, but they look at only the brain. If you revisit our biology or anatomy from a Yogic perspective, our physical body that can be seen and studied or x-rayed is one reality, but we are also energy sheets.

So we are still stuck learning biology and anatomy from a Newtonian or Cartesian perspective dividing body and mind. But what is mind? People are still struggling to understand it. While in Ayurveda and Yoga, the body-mind continuum is very beautifully described. We have seven chakras, the major chakras, and many minor chakras. And I’m glad today chakra, like mantra and dharma, is a word in Western vocabulary as well. These are what Georgetown University neuroscientist Candace Pert talks about nodal points of neurotransmitters. The neurotransmitters on those nodal points of the chakras are either blocked or they are open. So when they are blocked, naturally the energy flow is restricted and therefore the energy or Prana does not reach those organs which are connected with those nodal points. She was one of the, I think, first Western scientists to say that body and mind is a continuum.

HOW CAN THIS KNOWLEDGE HELP US WITH HEALING FROM TRAUMA?

So when I go back to Yoga and Ayurveda as ancient sciences as I said, “If we all are integrated, we all are connected, then my energy and the world’s energy is somewhere merging together, right?” Energy, we all know, cannot be created or destroyed. It needs to be transformed. So when we look at trauma, trauma is an energy block as I see it personally. If it’s a blocked energy, then which chakra is it impacting? Is it impacting your security? Is it impacting your relationships? Is it about your power or victimhood? Is it about your heart experiencing gratitude or is it about your heart experiencing a closed xenophobic existence where you switch on to a survivalistic mode? This is what scientifically people talk about trauma and the response to trauma as fight, flight, or freeze. But that fight, flight, freeze is not just limited to the brain. It travels all over the body. So, if my mind is in every cell of my body, then my trauma response is also coming from every cell in my body. It’s not only a cognitive skill.

This is where Yoga and Ayurveda come into play because they have a lot of practices which can help you dissolve these traumatic emotional imprints without wanting to bring them up to the brain, which is not able to cope.

And they can be dissolved with a lot of Ayurvedic treatments, Ayurvedic lifestyle guidance meditations and Yogic lifestyle. And when I say Yoga, it’s not just exercise or breathing exercises or physical postures. Patanjali’s Yoga Sutras, one of the oldest texts of Yoga talks of Yama and Niyama, which are the behavioural codes at the individual level and collective level. So unless we practice them, doing breathing exercises and doing postures will not give us results.

DO INDIAN SCIENCES TELL US HOW INTERGENERATIONAL TRAUMA AND ECOLOGICAL BELONGING ARE CONNECTED?

In all ancient indigenous cultures, I found one thing common is, apart from being connected with nature, they’re also connected with their ancestors. Our history, our ancestors, are living within us, not just genetically, but psychologically and spiritually. Ancestor healing is a major ritual in most of the indigenous cultures, including India. In India, we have birth charts. The moment you are born, depending on the time of the birth, a birth chart for every child is created. Most of the birth charts have a problem with ancestors. It’s called Pitru Dosha. Pitru are ancestors and Dosha is some problem. Now, obviously, we really don’t know what our ancestors were going through, right? Beyond a certain generation, we don’t even know our ancestors.  And we don’t even know what their life was. We don’t even know what trauma they went through. But whatever their trauma, we have inherited it and the trauma of Mother Earth. That’s also an ancestral trauma. There are a lot of rituals connected with the five elements – the element of sky or ether or Akaash; the element of air or Vayu; Fire; Water; and Earth – because many ancient indigenous cultures believe that the entire universe and our body all are made up of these five elements. 

WHAT IS AN EXAMPLE OF AN INDIAN PRACTICE ONE CAN DO TO WORK ON INDIVIDUAL AND COLLECTIVE HEALING?

One ritual we have is ending all the prayers with saying, “Shanti hi, Shanti hi, Shanti hi.” Shanti means peace. Why do all prayers end with saying peace three times? Just one time could have been enough. The three “peace” is invoking peace at three levels: one, individual, me and myself; two, collective, which is the community around me, society, Nature around me, my nation; and three, the global level and Universal level. 

Today, when there are wars happening, when there is so much destruction happening, when there is so much human suffering, working on peace and giving it priority is very important. I realized that, unfortunately, most of the Western researchers define peace as an absence of war or conflict. Peace is not seen as a positive construct in itself, which is there in India. In Indian literature, in Indian philosophy, peace is a positive construct. Health is a positive construct. Health is not as opposed to disease and peace is not opposed to war or conflict. So, if peace is a construct in itself, how do you arrive at it? How do you actually start experiencing peace from within? And chanting mantras, chanting simple Om, is one way.

Why do all prayers end with saying peace three times? The three “peace” is invoking peace at three levels: one, individual; two, collective ; and three, the global level and universal level. 

YOU’RE DESCRIBING HOW MODERN SCIENCES ARE “VALIDATING” TRADITIONAL SCIENCES. DOES THIS MEAN THEY ARE THE SAME?

We talk of ancient or indigenous wisdom at one level and modern at another. And a lot of people have this misconception that ancient is outdated and modern is more scientific, or modern is the complete know-how. Unfortunately – or fortunately – we realize that what is ancient is being rediscovered by many modern theorists. So we as humanity, we just have to take a U-turn and go back to our own cultural roots, civilizational roots. I realize that most of the indigenous cultures, they were connected and rooted in nNature. I’ve been to Hawai’i. I’ve met some of the Kahunas, the wisdom holders. And one of the Kahuna, I still remember, she held my hands and she said, “You are one of us.” I realized that she felt that and I felt that because of the Mother Earth. We could have lived in different lifetimes. We could have lived in different geographical locations, but ultimately, it’s all One.

I’ve been to Hawai’i. I’ve met some of the kahunas, the wisdom holders. And one of the Kahuna, I still remember, she held my hands and she said, “You are one of us.” I realized that she felt that and I felt that because of the Mother Earth.

IN FACING OUR 21ST CENTURY CHALLENGES, WHAT ROLE DO YOU THINK SPIRITUALITY AND THIS ANCIENT WISDOM CAN PLAY IN THE SOLUTIONS?

The industrial revolution has uprooted people from nature. Nature has become a resource to be used and exploited. People became a resource that needs to be used and exploited and we didn’t realize that we ourselves became this resource. This trauma needs to be addressed because today, corporates have to wake up to the spiritual aspect, which is not a philosophical aspect, it is a practical aspect. Most of the United Nations Sustainable Development Goals are far away from being met. 

When we are spending so much money on sustainability goals, climate change, et cetera, what we don’t realize is, we just need to bring back that foundation of spirituality, Dharma, in everything we do. And the moment that foundation comes back, everything will fall into place. Right now, we have lost the bigger picture. We are all struggling with pieces of puzzles, trying to fit them here and there. But spirituality is like a bigger picture, and without looking at that bigger picture, we are not able to fit in those pieces of the puzzles.

mala-kapadia-headshot

About Mala

Dr. Mala Kapadia is a highly accomplished scholar and practitioner with a distinguished career spanning research, education, journalism, human resources, and consulting. She is a passionate advocate for integrating ancient Indian wisdom with modern approaches to wellbeing, leadership, and organizational development. Dr. Kapadia is currently the Director of Centre for Indigenous Knowledge Systems, at the Anaadi Foundation and the Principal Investigator for a Ministry of Education (India) Indian Knowledge Systems Research Project on Wellbeing and Happiness based on Ayurveda. Mala is also a Guru participating in Grateful to Gurus, an initiative by Indica Academy, in which she inspire young minds in ancient wisdom. She is also a member of the Advisory Council of Centre for Indian Knowledge Systems at Chanakya University, Bengaluru, India.

About the Anaadi Foundation

Anaadi Foundation is a spiritual organisation founded in 2015 and located near Palani in Tamil Nadu, India. With key focal areas on Education, Culture, Wellbeing and Sustainability, the Anaadi Foundation focuses on imparting Indian Knowledge Systems through various initiatives including Dharma Gurukulam, IKS-funded projects, publication of books, and training programs. The Anaadi Foundation provides various programs aimed at physical, emotional, and cognitive stability. These include the Mouna Sadhana program, which integrates asana, pranayama, dharana, dhyana, and Bhagavad Gita sessions. The foundation actively engages in sharing and preserving the depth of Indian culture, sciences, and values.

Want to know more about trauma and its impacts?

Watch the first virtual convening in our webinar series hosted by The Wellbeing Project and the Collective Change Lab. You can also visit our new hub for research and stories on intergenerational trauma. Together, we explore how we can move from trauma-informed to healing-centered ways of working for systemic change.

Discover the Wellbeing Movement in IndiaDiscover the Wellbeing Movement in India

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Welcome to the Good Feeling House: Home to Peer-to-Peer Youth Mental HealthcareWelcome to the Good Feeling House: Home to Peer-to-Peer Youth Mental Healthcare

INTERVIEW WITH:

Thieu Scheys

“Conflixer” student volunteer at the Goed Gevoel Huisje (The Good Feeling House)
🌍 De Prins Secondary School, Diest, Belgium

In 2022, a passionate 17-year-old student, Noor Van Reet, won a grant to construct a small house on her school campus where peers could counsel and support each other about mental health. 

Today, the Goed Gevoel Huisje (or “The Good Feeling House”) welcomes students of all ages at the De Prins Secondary School to join their peers for a moment of calm, connection, and creativity throughout the school day. Students are trained as “Conflixers” by mental health professionals from the Flemish School Association (VSK) on how to provide age-appropriate peer support in an inviting and welcoming space. Seventeen-year-old volunteer Thieu Scheys joined the Peer-to-Peer Wellbeing Practices Forum at The Wellbeing Summit Brussels to share with changemakers the youth perspective on mental health and community wellbeing. Here’s his point of view.

What is the Goed Gevoel Huisje ?

The Goed Gevoel Huisje (the “Good Feeling House”) is a wooden house built on the playground of our school where students can come talk about their problems with other students. They can also come to hang out, play board games, and read books. We also plan other activities in the house outside of school. It’s a very cozy and fun place.

How does it work?

People can walk in to hang out or start talking to us, or they can send us a message beforehand about what they may want to talk about. We received training about how to talk to kids about their feelings and how to listen to them. We also give everyone the option to sit in different places at school to talk, because the house is on our playground where everyone can see, and maybe they want to talk in a private space.

How did the Goed Gevoel Huisje start?

It started with a student named Noor. When she was little, she was in the hospital for a while and couldn’t go to school. She realized how hard it was to be alone and have no other students or friends around to talk about her feelings. So she had the idea for the Good Feeling House and won a competition in Europe with the idea, which gave her a budget. Our school agreed to build the house on the playground and the company Wood-You built it based on our designs.

Why do you think the Goed Gevoel Huisje is important for your school?

Some people have good home environments where they can talk about their feelings but some people don’t, so it’s nice for kids to have a place at school where they can talk about their feelings with other students. It can also be really hard for kids to talk to adults about what’s going on because of the age difference. The volunteers are in the fifth year of school and we’re mostly focused on inviting students from the first and second grade to join. It’s easier to talk to someone when they are closer in age to you.

How can kids support each other with their mental health?

I think kids can support each other by listening to someone else, but also saying if they have a problem. If you can give an example, and other people feel that it’s possible to share their feelings, then it becomes something that just becomes so normal to talk about. It becomes an open conversation. In society, I don’t think it’s very normal and it would be really good to get rid of this stigma.

The Flemish School Association (VSK) equips students to serve as peer supporters with conversational skills for talking about mental health and resolving conflict. Conflixers also learn about topics like bullying, harassment, mental health first aid, hate speech, bias, and more.

“It is often small things that affect the atmosphere or wellbeing of students at school. The Conflixers are doing something about it!

Conflixers are students who support other students at their own school where necessary. It can take different forms, but one thing is certain:
students will get it done.

What have you learned since being involved with the Goed Gevoel Huisje?

We all had training about how to talk to each other about our feelings and mental health. It was really interesting because I learned that when we communicate, we often put our perspective on the other person. The main thing we can do to help each other is listen, not look at ourselves, and maybe not offer them a solution — just listen to the other person. It’s also important to take the time to care for ourselves and sometimes say no to other people. Sometimes, saying no to other people and thinking a little bit about yourself will mean that you can give more to other people eventually.

I’ve also learned how fun it is to be involved in a project. It’s very nice to work with other people, do activities, and do nice things for other people.

What is wellbeing to you?

I think wellbeing is feeling good in your skin, having the chance to do what you like, be who you are, and just feel good in general. I think other kids would agree with me that it’s about feeling good and happy in general, without too many bumps on the road.

What do adults not understand about young people’s mental health?

I think most adults are doing a good job helping young people express their feelings. Teachers, for example, do a lot for us. But I think they don’t understand that it can be very hard to go to someone who is a lot older than you. That can be a really big step, so we’re trying to make that step smaller so students will be quicker to act when something is wrong.

What do you need from adults to see the change you want in the world — to make it easier for kids to talk about their mental health?

I think adults need to be more open about how they feel. With kids, they may not want to share how they are feeling. But I think that if they start sharing from a young age, like if they are tired or not having a good day, then it will be easier for the young kids to share the same when they are older.

What advice do you have for other youth who want to do something positive in their community?

Spread the word about your project and just have fun! Make a good impression on the world and hopefully start to make it a better place. There are a lot of different little projects in the world and eventually, the world will become a much better place.

If someone wanted to start a Feeling Good House at their school, what would you tell them?

All schools are different and all people are different so just see what works for you. Do whatever you want and fun!

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A commitment to wellness and innovation: Design Factory Javeriana Bogotá A commitment to wellness and innovation: Design Factory Javeriana Bogotá

Guest post by:

Lucas Ivorra Peñafort, Coordinator of the Design Factory Pontificia Universidad Javeriana

The Design Factory Javeriana Bogotá (DFJBOG) was born on August 4, 2016, to strengthen the efforts of the Pontificia Universidad Javeriana (PUJ) to better articulate with different internal and external stakeholders of the University, to address different challenges of society that the university could tackle through the development of products, services, or strategies. It also aims to strengthen the Innovation and Entrepreneurship Ecosystem of the University. The commitment of the DFJBOG, managed by the Faculty of Architecture and Design in Bogotá (At the PUJ campus in Cali the Design Factory is in the Center for Innovation and Entrepreneurship), fits the mission of the PUJ under the Jesuit principles in the pursuit of the integral education of people, while being respectful of human dignity.

Educating people must 1) Transcend the merely technical aspects of education which, although important, are insufficient for a comprehensive education; and it must 2) Contribute to the satisfaction of the diverse human needs in the educational processes, not only those related to the curricular content of each course, but those linked to the whole set of material and non-material human needs. Thus, including well-being in the pedagogical dynamics is key to 1) Having more enriching and integral educational processes and 2) Contributing to the physical, mental, and spiritual health of the educational community. At the DFJBOG and the Faculty of Architecture and Design we consider it important to join the efforts of TWP Higher Education Network. Basically, with our involvement in “The Wellbeing Project’s Higher Education Network” we want to 1) Strengthen the activities that PUJ has been conducting to be a better place to study and work; 2) Share our good practices and lessons learned in terms of wellbeing and innovation, to enrich the processes in other institutions; and 3) Learn from the good practices and lessons learned from other institutions.

Currently, at the DFJBOG and the Faculty of Architecture and Design, we have been advancing and supporting different initiatives that contribute to the well-being of our university community. From the different Vice Rectors’ Offices, we develop community building and integral health activities with our Center for Cultural Management, the Center for the Promotion of Identity and Community Building, the Javeriana Center for Sports Training, the Center for Psychological Counseling and Health, the Center for Learning, Teaching and Evaluation, the San Francisco Javier Pastoral Center, the cultural events of the Faculty of Arts, the personalized support of the Academic Counseling, among others.

In the DFJBOG, one of the main bets for wellness is our Open Mind Fridays, where we conduct community and trust-building activities, which are not related to classes or projects. For example, we have developed kite and cookie-making workshops, relaxation sessions, movie and pizza afternoons, and singing and dancing sessions, among others. In this line, following the initiative of Professor David Osorio from the Faculty of Economics and Administrative Sciences, we joined the sessions that he and Professor Jairo Hurtado from the Faculty of Engineering had been conducting with game afternoons with students, lecturers, and friends. To paraphrase Professor Jairo, this initiative, which we agreed to call “Game Fridays,” strengthens the physical and mental health care of our students and contributes to building richer and closer relationships in the educational community. More recently, the Cultural Management Center offered us their support to increase the reach of Games Fridays with the Cultural Management Center’s initiative called “Fridays at Sunset”.

After more than five Games Fridays sessions held jointly, we are planning to move on to the next stage, with the participation of the Faculty of Economics and Administrative Sciences, the Faculty of Engineering, and the DFJBOG with the support of the Faculty of Architecture and Design. This new stage seeks to combine and strengthen the participation of more people from the three faculties involved, extend the impact to other faculties and units of the University, and merge and document the lessons learned and impacts achieved by this initiative.

Thank you to our TWP Higher Education Network colleagues for having us, and we trust that we can make a significant contribution to the network’s efforts to improve educational processes in an innovative way and the pursuit of the well-being of all involved.