Abstract:
A multi-sensory teaching kit includes one or more edible items in symbolic shapes, a handbook including a glossary of meanings for the shapes, and a spiritual lesson. In some embodiments, a souvenir such as a jewelry bead is provided, with an optional text explaining the significance of the souvenir. A method of production of a multi-sensory teaching kit is provided, comprising, forming a cookie into a symbolic shape, writing a handbook including a glossary of meanings of the symbolic shapes, printing a lesson on a spiritual principle, optionally providing a souvenir, and optionally enclosing the cookie, handbook, lesson, and optional souvenir in a container.

Description:
[0001]    This application claims priority to U.S. Provisional Patent Application No. 60/874,663 entitled Cookie Kit/Teaching Aid, filed on Dec. 13, 2006. 
     
    
     BACKGROUND 
       [0002]    1. Technical Field 
         [0003]    This invention relates to a multi-sensory teaching kit and method of production, and more particularly to a teaching kit which appeals to multiple senses of the user, while teaching the meanings of symbols and objects in a diversity of cultural and historical contexts, and a method of production. 
         [0004]    2. Background Information 
         [0005]    Throughout this application, various publications, patents and published patent applications are referred to by an identifying citation. The disclosures of the publications, patents and published patent applications referenced in this application are hereby incorporated by reference into the present disclosure. 
         [0006]    Educational tools, such as teaching kits, are well known in the art. Such teaching kits, including kits for teaching spiritual values, typically rely on visual cues such as game boards and cards. 
         [0007]    For example, Smith, U.S. Pat. No. 5,071,133, discloses a “Board Game for Teaching Biblical Principles,” including a game board with instructional text. Sullivan, U.S. Pat. No. 5,224,862, also discloses a game board, and a plurality of question cards relating to a particular subject matter. Saunders, U.S. Pat. No. 5,295,834, similarly discloses a game board and question and answer cards. Behan, U.S. Pat. No. 4,818,233, discloses model figures and objects representing a Roman Catholic religious service. 
         [0008]    A drawback to these educational tools is that they do not stimulate additional senses of the user, such as the user&#39;s sense of taste and smell. Another drawback to such tools is that they are limited to a single religious tradition, and do not educate the user on spirituality in a diversity of cultural and historical contexts. 
         [0009]    Thus, a need exists for an educational tool or kit, which draws together common spiritual themes from a diversity of spiritual traditions from around the world, and which engages the user by appealing to the user on a multi-sensory level, such as the user&#39;s sense of taste, touch, and smell, while stimulating the user&#39;s intellect. 
       SUMMARY 
       [0010]    An aspect of this invention involves a multi-sensory teaching kit, including at least one edible cookie in a symbolic shape, a handbook with a glossary of meanings of the symbolic shape, and a written lesson. 
         [0011]    Another aspect of this invention involves a multi-sensory teaching kit, including a plurality of edible cookies, wherein each cookie of the plurality is in a symbolic shape, and a handbook. The handbook includes a glossary of meanings of each symbolic shape, and instructions for ceremonial consumption of a cookie. The kit also includes a souvenir, an optional text explaining a significance of the souvenir, and a written lesson. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0012]    The above and other features and advantages of this invention will be more readily apparent from a reading of the following detailed description of various aspects of the invention taken in conjunction with the accompanying drawings, in which: 
           [0013]      FIG. 1  is a perspective view of an embodiment of the invention; 
           [0014]      FIG. 2  is a perspective view of an alternate embodiment of the invention; 
           [0015]      FIG. 3A  is a plan view of an example of an aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0016]      FIG. 3B  is a plan view of an example of an aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0017]      FIGS. 4A-4L  are plan views of examples of an aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0018]      FIG. 5  is a plan view of an example of an aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0019]      FIG. 6  is a plan view of an example of an aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0020]      FIG. 7  is a perspective view of examples of an aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0021]      FIG. 8  is a perspective view of examples of an aspect and an optional aspect of the embodiments of  FIGS. 1 and 3 ; 
           [0022]      FIGS. 9A-9F  are plan views of examples of an aspect of the embodiment of  FIG. 3 ; 
           [0023]      FIG. 10  is a perspective view of examples of an aspect of the embodiments of  FIGS. 1 and 3 ; and 
           [0024]      FIG. 11  is a perspective view of examples of an optional aspect of the embodiments of  FIGS. 1 and 3 . 
       
    
    
     DETAILED DESCRIPTION 
       [0025]    In the following detailed description, reference is made to the accompanying drawings that form a part hereof, and in which is shown by way of illustration, specific embodiments in which the invention may be practiced. These embodiments are described in sufficient detail to enable those skilled in the art to practice the invention, and it is to be understood that other embodiments may be utilized. It is also to be understood that structural, procedural and system changes may be made without departing from the spirit and scope of the present invention. The following detailed description is, therefore, not to be taken in a limiting sense, and the scope of the present invention is defined by the appended claims and their equivalents. For clarity of exposition, like features shown in the accompanying drawings shall be indicated with like reference numerals and similar features as shown in alternate embodiments in the drawings shall be indicated with similar reference numerals. 
         [0026]    Where used in this disclosure, the term “cookie” when used in connection with an element described herein refers to any edible item, and the term “handbook” refers to printed material. 
         [0027]    In order to learn about the significance of symbols in a multiplicity of cultures, it is beneficial to a user to have an interactive learning experience. Ideally, the user should be able to handle and interact with the symbols, while learning of their meanings in a multiplicity of disciplines. Multiple senses of the user should be stimulated, such as the user&#39;s sense of taste, smell, and touch. The learning experience may be made to feel significant to the user by providing guidance for a ceremonial consumption of the edible symbol. The significance of the learning experience to the user may also be enhanced by providing a souvenir of the learning experience, with optional text explaining the significance of the souvenir in a diversity of cultural traditions. 
         [0028]    Briefly, each of the elements of the kit contributes to a multi-sensory, ceremonial learning experience for the user. An edible item, such as a cookie, is in a symbolic shape. The symbolic shape may have spiritual significance in a diversity of cultural traditions. A handbook includes a glossary of meanings of the symbolic shapes. A short written lesson, such as a spiritual proverb, is also provided. In some embodiments, a souvenir is included, with optional text explaining the meaning of the souvenir. The user&#39;s sense of taste, smell and touch are stimulated by the cookies, and the user is also enlightened by the lesson. 
         [0029]    Advantageously, the user is provided with a multi-sensory, interactive experience, in which the user is able to learn about the significance of symbols in a multiplicity of cultures. 
         [0030]    In some embodiments, a souvenir of the experience is provided. The souvenir may be made from a material of cultural significance, such as incense or a bead formed from a semi-precious stone. The souvenir may be from a culture in which the symbolic shapes of the edible cookies have spiritual significance. Optional text may explain the cultural significance of the material from which the souvenir is formed. 
         [0031]    The souvenir, such as incense, may help to create a ceremonial atmosphere for the consumption of the cookie. The souvenir beads may serve as a reminder of the learning experience after the cookies have been consumed. A souvenir bead may also be assembled with beads from other kits to form a jewelry item, and the optional text may include instructions for assembly of the beads into the jewelry item. This encourages the user to purchase additional kits and to keep the beads as keepsakes of the individual lessons learned from each kit. 
         [0032]    Referring now to the Figures, various aspects and embodiments of the present invention will be described in detail. Turning to  FIG. 1 , an embodiment of the present invention includes a cookie  10  in a symbolic shape. For example, the cookie may be in the shape of a five point star  12 , or another symbolic shape, as shown in the embodiment of  FIG. 2 . The embodiment of  FIG. 1  also includes a user handbook  50 , with a glossary  51  on the meanings of the shapes in a diversity of spiritual, psychological, and cultural contexts. 
         [0033]    The user, upon consuming the cookie  12 , may consult the glossary  51  to ascertain the symbolic meaning of the cookie in the shape of a five point star  12 . Turning to  FIG. 3A , an example of a glossary entry  92  from handbook  50  explains various cultural and religious meanings of the five point star shape of cookie  12 . In the example of glossary entry  92 , the meaning of the star is explained in contexts ranging from Christianity to freemasonry. The user is able to learn the meaning of this symbol in a variety of contexts, allowing a broadening and multi-dimensional learning experience. 
         [0034]    The embodiment of  FIG. 1  also includes a spiritual lesson  60 . An example of such a lesson is provided in  FIG. 3B , in which the lesson  122  is described as a “Cookie thought.” Set in the context of the multi-cultural meanings of the cookie  12 , lesson  60  is a spiritual thought that may be pondered by the user while consuming the cookie  12 . Examples of materials which may be used for printed lesson  60  are provided in  FIG. 10 , including a paper strip with text  62 , a ribbon with text  64 , and a plastic strip with text  66 . The handbook  50  may take any convenient form, such as printed paper. Examples of handbooks  50  are provided in  FIG. 7 , such as a set of printed sheets of loose leaf paper  52 , and a printed pamphlet  53 . 
         [0035]    Although the cookie  12  shown in the embodiment of  FIG. 1  is in the shape of a five point star  12 , many shapes of spiritual significance may be used. In the embodiment of  FIG. 2 , a plurality of cookies  10 , in a multiplicity of significant shapes, are provided, as well as a handbook  50  and a spiritual lesson  60 , such as the lesson  122  of  FIG. 3B . Examples of the symbolic shapes provided in the embodiment of FIG.  2  include the above described five point star  12 , six point star  14 , flame  16 , fire  18 , heart  20 , dove  22 , dove in flight  24 , fish  26 , moon  28 , deer  30 , doe  32 , water  36 , Bodhi Tree  34 , lion  36 , sun  40 , pointed sun  42 , six petal lotus  48 , flower  44 , and lily  46 . 
         [0036]    The user, upon choosing a cookie from the plurality  10 , may look up the meaning of the symbolic shape of the cookie in the glossary  51  of handbook  50 . Glossary  51  explains the meanings of the symbolic shapes in a diversity of cultural traditions. Optionally, a picture of the shape may be provided with the corresponding glossary entry. In the above discussed example of glossary entry  92  of  FIG. 3A , the meanings of the five point star  12  and a six point star  14  are explained in a multiplicity of cultural, spiritual, and religious contexts. 
         [0037]    Additional examples of glossary entries are provided in  FIGS. 4A-4L . Glossary entry  94  of  FIG. 4A  explains meanings of the flame cookie  16 , and fire cookie  18 , of the embodiment of  FIG. 2 , in a variety of contexts. In the example of glossary entry  94 , fire is described as “the origin, in many ways, of civilization,” but is also described as ambiguous, being both enabling and protective, and also destructive. Entry  94  also mentions the significance of fire in Christianity and Judaism. The variety of meanings of fire provided by entry  94  allows the user to reflect on the different aspects of fire, while consuming the flame cookie  16  or the fire cookie  18 . 
         [0038]    Various meanings of the heart cookie  20  of the embodiment of  FIG. 2  are explained in the example of a glossary entry  96  of  FIG. 4B . Entry  46  provides a broad range of meanings of the heart, including meanings from ancient civilizations and from the Middle Ages, and from Catholicism to Tarot. This allows the user to consider the various aspects of the heart symbol while consuming the heart cookie  20 . 
         [0039]    Meanings of the dove  22  and dove in flight  24  are explained in the glossary entry  98  of  FIG. 4C . Entry  98  explains the importance of the dove symbol in a wide range of contexts, including, Semitic, Greek, Indian, Chinese, and biblical references. The user may draw on these various traditions to ascribe meanings to the dove  22  and dove in flight  24  cookies. 
         [0040]    Meanings of the fish  26  of the embodiment of  FIG. 2  are provided by the example of a glossary entry  100  of  FIG. 4D . Entry  100  includes meanings of the fish  26  in Indian, Buddhist, and Christian traditions, and in psychology. Meanings of the moon symbol  28 , of the embodiment of  FIG. 2 , are provided in the glossary entry  102  of  FIG. 4E . Entry  102  describes meanings of the moon  28  in a variety of contexts, including on coats of arms and astrology, as well as Christian and Jewish traditions. 
         [0041]    Meanings of the deer  30  and doe  32  of the embodiment of  FIG. 2  are provided in the glossary entry example  104  of  FIG. 4F . Entry  104  provides meanings of deer in Buddhist, Celtic mythological, Pawnee, Chinese, and Shaman traditions. Meanings of the water  36  of the embodiment of  FIG. 2  are provided in the example of glossary entry  106  in  FIG. 4G . Entry  106  provides examples of meanings of the water symbol in Buddhism, mythology, psychology, and Christianity. 
         [0042]    Meanings of the Bodhi Tree  34  of the embodiment of  FIG. 2  are provided in entry  108  of  FIG. 4H . Entry  108  provides factual information about the Bodhi Tree, as well as its historical importance in Buddhism. Meanings of the lion  36  of the embodiment of  FIG. 2  are explained in glossary entry  110  of  FIG. 4L . Entry  110  explains the lion&#39;s significance in Buddhism. Meanings of the sun  40  and pointed sun  42  of the embodiment of  FIG. 2  are provided in glossary entry  112  in  FIG. 4J . Entry  112  provides meanings of the sun in Babylonian, Christian, Incan, and astrological traditions. Meanings of the six petal lotus  48  of the embodiment of  FIG. 2  are provided by glossary entry  114  of  FIG. 4   k . Entry  114 , which may also be applied to flower  44  of the embodiment of  FIG. 2 , provides meanings of the lotus in India and in Buddhism. Meanings of the lily  46  of the embodiment of  FIG. 2  are provided in glossary entry  116  of  FIG. 4L . Entry  116  provides meanings of the lily in ancient cultures, heraldry, and Christianity. 
         [0043]    The handbook  50  of the embodiments of  FIGS. 1 and 3  optionally provides information on the cookies. In some embodiments, the recipe for the cookies may be adapted from recipes for traditional ceremonial foods. In the example of  FIG. 5 , instructions  54  from handbook  50  inform the user that the cookies are adapted from a Tibetan recipe used to make Kapseh and Sanga Paley for ritual celebrations and festivals. Instructions  54  also describe the organic, superior quality ingredients of the cookies, including water, whole wheat flour, sugar, butter, baking powder, kosher salt, cinnamon, nutmeg, and powdered sugar. Instructions  54  also provide practical information regarding storage and reheating of the cookies. 
         [0044]    In some embodiments, the handbook  50  may also provide instructions for ritual use of the cookie as part of the overall spiritual education of the user. The instructions may link the consumption of the cookie with the user&#39;s spiritual fulfillment. For example, instructions  58  of  FIG. 6  instruct the following: “As you chew and dissolve a cookie in your mouth, experience first hand the impermanent, transformative, and ever changing nature of life.” By following these instructions, the user is able to further integrate the cookie into the educational aspect of the kit. 
         [0045]    The embodiment of  FIG. 2  also includes a souvenir  70 , optionally encased in a package, such as packet  68 . The souvenir  70  may be from a cultural tradition in which the symbolic shapes have spiritual significance, as discussed below. Optional text  90  contains text explaining the significance of the souvenir  70 , and may also provide suggestions on how the user may choose to use the souvenir. Optional text  90  may be part of handbook  50 , or it may be printed as a separate item. 
         [0046]    In some embodiments, the souvenir may be made of material which stimulates the user&#39;s senses, such as the user&#39;s sense of smell. For example, the souvenir  70  may be comprised of incense, which may be used as part of a ceremonial consumption of the cookie. Turning now to the embodiment of  FIG. 8 , incense  86  is provided as a souvenir. When lit, incense  86  stimulates the sensory experience for the user, and may add to a ceremonial atmosphere. Incense  86  is also significant in a variety of cultures in which the symbolic shapes of edible cookies  10  have special meaning, as described in description  118  of  FIG. 9A . Description  118  is an example of written material which may comprise optional text  90  ( FIG. 2 ). Description  118  explains the significance of incense in a wide diversity of cultures, such as cultures of the Middle East, and religious traditions such as Christianity, Buddism, and Taoism. In this way, the user learns of the spiritual significance of incense, just as the user learns of the meanings of the symbolic shapes in a diversity of cultures. Description  118  also provides suggested uses for the incense, such as giving it as a gift. 
         [0047]    In some embodiments, the souvenir  70  may be in the form of a bead. Souvenir beads from different kits may be assembled to form a jewelry item, such as a necklace or bracelet. Examples of souvenir beads may be found in  FIG. 8 , including semi-precious stone beads  70 ,  76 , such as turquoise, carnelian, red coral, and lapis lazuli. Additional examples of treasure beads include a metal bead  74 , a plastic bead  78 , a sterling silver bead  80 , a glass bead  82 , and a wood bead  84 . 
         [0048]    In some embodiments, optional text  90  may include instructions for assembling a souvenir bead with beads from other kits, to form a jewelry item. For example, the treasure beads may be strung on wire, thread, or string, such as a leather or plastic string. The souvenir beads may have special significance in various cultural traditions, just as the symbolic shapes of the cookies  10  have meanings in various cultures.  FIGS. 9B-9F  include examples of written material which may comprise the optional text  90  of  FIG. 2 . Descriptions  120 - 128  of  FIGS. 9B-9F  explain the cultural significances of the souvenir beads, just as the glossary entries  92 - 116  explain the cultural significances of various symbolic shapes of the cookies  10 . Descriptions  120 - 128  provide suggestions on how the user may choose to use each of the souvenir beads, such as wearing it on the user&#39;s person, or giving it as a gift. 
         [0049]    Turning now to  FIG. 9B , description  120  explains the significance of a semi-precious stone souvenir bead, made of turquoise. Description  120  explains significances and perceived benefits of turquoise in the Tibetan cultural tradition. 
         [0050]    Description  122  of  FIG. 9C  explains the significances and perceived benefits of the “sun stone” carnelian, such as calming and motivational qualities, in Tibetan cultural traditions. Description  124  of  FIG. 9D  describes red coral as a “healing stone,” and explains perceived benefits of the stone, including courage, material success, and recovery from disease. Description  124  also describes red coral as a favorite stone of the Tibetans. 
         [0051]    Description  126  of  FIG. 9E  explains historical significances ascribed to lapis lazuli in ancient cultures, including Egypt, Mesopotamia, Persia, Greece, and Rome. Description  126  also describes lapis lazuli as the stone of truth and friendship. Description  126  also explains perceived benefits and significances of lapis lazuli in modern times, including harmony in friendships, and authenticity, openness, and candor. Description  128  of  FIG. 9F  describes an example of a sterling silver bead with an engraving of a lotus flower, and describes sterling silver as a favorite object of the Tibetans. 
         [0052]    The embodiments of  FIGS. 1 and 3  may be enclosed in a container, for portability, storage, and marketing of the kit. Turning to  FIG. 11 , examples of containers for the kit include a box  90 , and a resealable pouch  92 . 
         [0053]    Turning now to  FIG. 12 , a method  200  for manufacturing an embodiment of the invention is provided. In Step  202 , a cookie is formed into a symbolic shape. In Step  204 , a handbook is written. The handbook includes a glossary of meanings of the symbolic shape. In Step  206 , a lesson on a spiritual principle is printed. In optional Step  208 , a souvenir is provided. In optional Step  210 , the cookie, handbook, lesson, and optional souvenir are enclosed in a container. 
         [0054]    In the preceding specification, the invention has been described with reference to specific exemplary embodiments thereof. It will be evident that various modifications and changes may be made thereunto without departing from the broader spirit and scope of the invention as set forth in the claims that follow. The specification and drawings are accordingly to be regarded in an illustrative rather than restrictive sense.