An exploration of ecological identity: Education to restore the human/Earth relationship (Jane Goodall, Thomas Berry, David Sobel, Robin Moore).

摘要

This dissertation is an exploration of human ecological identity: the evolving experience, awareness, or consciousness of the phenomenological world that binds the relationship between the human and Earth/Universe and manifests in a reciprocity of mutual care. The method of inquiry is derived from a phenomenological and hermeneutic orientation that explores ecological identity through narrative research.; The heart of this work is the discernment of fundamental roots and pathways experienced by some humans in developing an intimacy with nature. These findings are reflections from childhood memories of nature awareness derived from an autobiographical account of Jane Goodall and narratives of adults who do ecological work. The adults interviewed include Thomas Berry, eco-theologian; a Native American student; an aesthetic phenomenologist; a tree ordinance activist; and Robin Moore, landscape architect.; Chapter I is a presentation of the current ecological crisis, the loss of biodiversity; the failure of education to address this loss; the research queries; the language of ecological identity formation; and the methodology. Chapter II is the research about phenomena that bond humans with the Earth, David Sobel's Ecophilia Theory, the wisdom of Native Peoples, and my narrative research. Chapter III is my autobiographical journey of ecological identity. Chapter IV is the presentation of a vision for education, the Compassionate Ecozoic, which includes eco-centric curricula centered on Sense of Place, the Medicine Wheel of Native Peoples, and Sustainability Through Permaculture Gardening.; My findings add to the growing research about humans bonding with the natural world in childhood through one or more of the following phenomena: (a) direct experiences in nature through imaginative play, inquisitive exploring, gardening, and creating special places; (b) companionship with family, friends, or others who love nature; (c) development of innate, intuitive connections with nature, sometimes characterized as spiritual; and (d) emotional relationships of love and loss connected to animals, plants, place, books, or world events, often with a sense of compassion or justice related to protecting the natural world. My challenge to other researchers is to develop epistemology, pedagogy, and curriculum that are Universe-referent, ecological, and compassionate for the love of future generations of children—human and more-than-human.