Educating for Learning and Wellness (ELW) undertakes research on complementary approaches to sustaining wellness and disharmonies that lead to dis-ease. Present ongoing research focuses on mindfulness, meditation and wellness, expression of emotions, and development of heuristics for changing social practices and improving wellness.

Kenneth Tobin, founding Director of ELW, employs JinShin Jyutsu and Integrated Iridology to undertake research on systems that include renal, cardiovascular, endocrine, digestive, and pancreas.

I began my formal studies of Jin Shin Jyutsu in 2014, when I took a 5-day class with Ian Harris at a hospital in Morristown, NJ. Since then I have taken 5-day classes at regular intervals with Sara Harper (State College, PA), Cynthia Broshi (Woodstock, NY), Jill Pasquinelli (New York, NY), Jed Schwartz (Morristown and New York), Sadaki Kato (Ashville, NC), Wautraud Riegger-Krausse (New York, NY), Wayne Hackett (Morristown, NJ), and carlos Gitterres (New York, NY). In addition I have gone to Santa Barbara, CA to take a “Now Know Myself” class with Cynthia Broshi and Jill Pasquinelli and a Special Topics class with Anita Willoughby. Finally, in my ongoing education, I recently took a special topics class in Woodstock with Muriel Carlton. Along similar lines, I studied a special topics class on the spine, with Jed Schwartz, at SEVA (South Kortright, New York).

Since 2015 I have received regular treatment from Jed Schwartz at his office in New York City. Although his principle modality is Jin Shin Jyutsu, he also uses iridology and naturopathy to read the body and recommend herbs and supplements along with dietary changes to foster and sustain wellness. In so doing, Jed has served as a wise and highly skilled mentor from whom I am learning a great deal.

Publications that I have authored and co-authored that have addressed Jin Shin Jyutsu (JSU).

Tobin, Kenneth (2018). The role of mindfulness in harmonizing sustainable lifestyles. Learning: Research and Practice,4, 112-125. DOI: 10.1080/23735082.2018.1435039.

Tobin, Kenneth (2018). Mindfulness in education. Learning: Research and Practice, 4, 1-9. DOI: 10.1080/23735082.2018.1433623.

Tobin, K. & Ansari, N. (2017). Complementary perspectives on the enigma of Diabetes mellitus. In M. Powietrzynska, & K. Tobin (Eds). Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives (pp. 345-369). Leiden, The Netherlands: Brill |Sense Publishing.

Tobin, K. (2017). Researching mindfulness and wellness. In M. Powietrzynska, & K. Tobin (Eds). Weaving complementary knowledge systems and mindfulness to educate a literate citizenry for sustainable and healthy lives (pp. 1-19). Leiden, The Netherlands: Brill | Sense Publishing.

Tobin, K., Alexakos, K., Malyukova, A., & Gangji, A.-K. H. (2016).  Jin Shin Jyutsu and ameliorating emotion, enhancing mindfulness, and sustaining productive learning environments. In  A. Bellocchi, K. Otrel-­Cass, & C. Quigley (Eds). Beyond cognition in science education. Springer: NL, Dordrecht. 

Tobin, K. (2016). Connecting science education to a world in crisis. Asia-Pacific Science Education, 1, DOI 10.1186/s41029-015-0003-z.

Tobin, K., King, D., Henderson, S., Bellocchi, A., & Ritchie, S. M. (2016). Expression of emotions and physiological changes during teaching. Cultural Studies of Science Education. DOI: 10.1007/s11422-016-9778-9   (view published version at: http://rdcu.be/jQRi

Tobin, K. (2016). Collaborating on global priorities: Science education for everyone – any time and everywhere. Cultural Studies of Science Education, 11(1), 27-40. DOI: 10.1007/s11422-015-9708-2

Tobin, K. (2015). The sociocultural turn: Beyond theoretical imperialism and the imperative of learning from difference. In C. Milne, K. Tobin, & D. deGennaro (Eds). Sociocultural studies and implications for science education (pp. 3-31). Dordrecht, The Netherlands: Springer. DOI: 10.1007/978-94-007-4240-6_1

Tobin, K., Alexakos, K., & Powietrzynska, M. (2015). Mindfulness and wellness: Central components of a science of learning. Innovación Educativa, 15(67), 61-87.    


© Kenneth Tobin 2015