Improvisation on the Harp by Dr. Jasmin (Bey) Cowin

Boundless – απεριόριστος

In the hush of dawn, where day’s light unfurls,
I play my notes, thus rising free.
Each melody, like the universe, swirls,
Boundless as the sea, archē, in me.

The lark ascends, its song a timeless flight,
Echoing the vastness of the sky.
In our music, a dance of day and night,
A symphony where earth and heavens lie.

In every string’s vibration, I find,
A cosmos of feelings, vast and unconfined.
Infinite in scope, like the limitlessness mind,
In this harmony, life’s mysteries unwind.

Through the strings of my harp, in each refrain,
Resides the Boundless, where love and hope remain.

Jasmin (Bey) Cowin

Grenzenlos – απεριόριστος

In der Stille der Morgendämmerung, wo sich das Licht des Tages entfaltet,
spiele ich meine Noten, die sich frei erheben.
Jede Melodie, wie das Universum, kreist,
grenzenlos wie das Meer, archē, in mir.

Die Lerche steigt auf, ihr Lied ist ein zeitloser Flug,
der die Weite des Himmels widerhallt.
In unserer Musik, ein Tanz von Tag und Nacht,
Eine Sinfonie, in der Erde und Himmel liegen.

In der Schwingung jeder Saite finde ich,
Ein Kosmos von Gefühlen, weit und unermesslich.
Unendlich im Umfang, wie die Grenzenlosigkeit des Geistes,
In dieser Harmonie entspannen sich die Geheimnisse des Lebens.

Durch die Saiten meiner Harfe, in jedem Refrain,
Wohnt das Ewige, wo Liebe und Hoffnung bleiben.

Jasmin (Bey) Cowin

Author: drcowinj

Dr. Jasmin (Bey) Cowin, Associate Professor at Touro University, Fulbright Scholar, SIT Graduate, past Education Policy Fellow (EPFP™) at Columbia University, Teachers College. At the heart of my professional journey is a commitment to transformative education, grounded in integrating concepts like Lynda Miller's philosophy of abundance, which counters Ruby Payne’s notion of a Culture of Poverty (2005). This philosophy emphasizes viewing experiences as assets filled with positivity and optimism, particularly valuable in an often dystopian-seeming world. My endeavors align closely with the United Nations Sustainable Development Goal 4: Quality Education, a goal deeply intertwined with both my personal and organizational objectives. This is evident in my work with initiatives such as Computers for Schools Burundi (CfSB), TESOL “Train the Trainer” programs in Yemen and Morocco, and my scholarly contributions including an article in the Journal of Higher Education Theory and Practice (JHETP) and various workshops focused on supporting displaced learners. As an educator in the Fourth Industrial Revolution era, I recognize our crucial role in preparing the future workforce. To equip students with necessary digital literacy and technological skills, we educators must first master these areas. The technologies defining the 21st-century workforce could lead to new forms of exploitation if access is not globally democratized. By incorporating 4IR innovations in education, we shape students’ worldviews from an early age, preparing them for VUCA (Volatile, Uncertain, Complex, Ambiguous) environments and ensuring they become a skilled, adaptable workforce. In conclusion, my commitment extends beyond transactional interactions, focusing instead on utilizing my skills and privileges to make a positive, enduring impact on the world.