Lesson plans for the New Mexico History Museum exhibition

Description

• mémoire
• expression écrite - matière potentielle : activity
• cours - matière potentielle : plans
• expression écrite

Lesson plans for the New Mexico History Museum exhibition

• gateway for the research of historical records
• historical references
• spanish exploration
• copy of vocabulary words
• current picture of u.s.
• mexico history museum
• drawings
• history
• map

Sujets

• Mémoire
• Activity
• Military
• Rodríguez
• Francisco
• Sevilla
• Compass
• Spain

Informations

• Publié par: shawyer
• Nombre de lectures: 82
• Langue: English
• Poids de l'ouvrage: 5 Mo

Extrait

CULTIVATING AWARENESS OF INTERCONNECTEDNESS BETWEEN HUMANS

AND NATURE: ECOLOGICAL CONSCIOUSNESS THROUGH ENVIRONMENTAL

RESTORATION AND MINDFULNESS
by
Jade Nguyen

A curriculum project submitted to

Sonoma State University

in partial fulfillment of the requirements

for the degree of

MASTER OF ARTS

in

Interdisciplinary Studies:

Environmental Restoration and Education

Dr~ Caroline Christian

Dr. Laura Watt
~~ l~\ 2-DlD
\
Date Copyright 2010

Jade Nguyen

ii
AUTHORIZATION FOR REPRODUCfION OF MASTER'S PROJECf
Full or partial reproduction is permitted with the condition that the person or agency
requesting absorb the cost and provide proper acknowledgement of
authorship.
DATE:_-!..1...l--/l:.=...3/~/=---=O______

Signature
Street Address
City, State, Zip
iii CULTIVATING AWARENESS OF INTERCONNECTEDNESS BETWEEN HUMANS

AND NATURE: ECOLOGICAL CONSCIOUSNESS THROUGH ENVIRONMENTAL
RESTORATION AND MINDFULNESS
Thesis Project by
Jade Nguyen
ABSTRACT
Degraded landscapes described as those that cannot recover their "predisturbance
state or .... historic developmental trajectory" by the Society for Ecological Restoration
are prevalent throughout the globe due to human disturbance. A negative contributor to
this degradation is the lack of connection that humans feel towards nature. which can lead
to material consumption and behavioral disorders associated with what Richard Louv
calls Nature Deficit Disorder. Thich Nhat Hanh is cited by many in the field of
Ecopsychology. He mentions the concept of interbeing. many things and connections
existing in the present moment, which is similar to the interrelatedness in ecological
relationships. Elan Shapiro illustrates the positive outcomes that environmental
restoration can have on humans and community in reconnecting with nature and healing.
He gives the example of Students and Teachers Restoring A Watershed (STRAW) started
by 4th grade teacher, Laurette Rogers, and her class. The passage of the Environmental
Education Initiative in 2003 is a window through which a connection to the environment
leading to deeper consciousness of action can occur.
I am proposing that mindfulness be infused within the current curriculum and
provide examples for the beginnings of a mindfulness curriculum which address current
standards. Interviews were conducted to determine what motivated professional
environmental restorationists, how they related to the environment, and whether or not
they felt a spiritual connection to nature. This spiritual connection could be an avenue
through which mindfulness, a deeper connection and realization to the environment,
could be cultivated. The responses to the interviews showed that a positive connection to
nature existed for all those interviewed.
I propose that, in addition, students participate in lessons and activities which
directly address a personal relationship with nature and an environmental restoration day
=n~:'h several\activities geared~ cultivating ecological consciousness can
Ch
Signature

MA Program: Action for a Viable Future \

Sonoma State University Date: s::jl..L~, \ '3 \ 7...J:;J \ 0

iv ACKNOWLEDGEMENTS:

I would like to express my deepest gratitude towards the following people:

- The members of my committee for their valued advice and immeasurable patience: Dr.

Caroline Christian, Dr. Laura Watt, and especially Chair, Dr. Debora Hammond.

- Dr. Francisco Vazquez, Director ofthe Action for a Viable Future program, for his

encouragement through episodes of vertigo.

- Beth Warner, Administrative Coordinator, for her willingness to respond to questions

with very obvious answers.

- For their time and thoughtful responses: Jenny Blaker of Cotati Creek Critters,

Catherine Cumberland of the Laguna Foundation, Bill McNamara of Quarryhill

Botanical Gardens, Shanti Wright ofthe Sonoma Land Trust, Laurette Rogers ofthe Bay

Institute and STRAW, Sandy Neumann of STRAW, and Karen Tillinghast, instructor of

Native Plant Propagation at SSU. I appreciated the chance to learn from each of you and

am honored to have met people with such dedication.

- The Rev. Dr. Diana Akiyama and Dr. Michael Jackson for their continual guidance,

warmth, and support.

- My family and all my loved ones who kept me in your thoughts and prayers.

v Table of Contents
INTRODUCTION: .............................................................................................................. 1

Content of the Literature Review ....................................................................................2

LITERATURE REVIEW: ...................................................................................................4

Introduction......................................................................................................................4

Reasons for Restoration 5

Restoration and the Community ......................................................................................8

Sacred Groves: A Balance Between Science and Religion .............................................9

Sacredness of Place ........................................................................................................ 1 0

Beyond Traditional Methods ......................................................................................... 11

Nature and Religion ....................................................................................................... 14

Ecopsychology: Reasons for the Disconnect .................................................................20

Nonduality: An Attempt to Bridge the Disconnect .......................................................23

Wilderness Immersion ...................................................................................................26

Interconnectedness: From the Buddhist Perspective .....................................................27

Reconnection Through Environmental Restoration ......................................................30

Redefining Community .................................................................................................32

THE PROJECT ..................................................................................................................34

The Interviews: Connection Among Environmental Restorationists ........................... .34

Mindfulness Infused Curriculum ...................................................................................39

Ecological Objectives in EEl Curriculum .................................................................... .42

Exploring nature: Special sit spots ........................................................................... .44

Identifying native plants and their uses .46

vi Getting to know you ..................................................................................................47

Introducing Interbeing ...............................................................................................47

Mindful food activity .................................................................................................49

Environmental restoration participation ....................................................................50

Reflection and discussion ..........................................................................................51

SOCIAL JUSTICE ............................................................................................................52

ECOLOGICAL ISSUES AND SIGNIFICANCE .............................................................53

PSYCHOLOGICAL AND MORAL DIMENSIONS OF CHANGE ...............................54

References: ........................................................................................................................55

APPENDICES ...................................................................................................................63

Interviews: .........................................................................................................................64

Jenny Blaker ..................................................................................................................65

Catherine Cumberland ...................................................................................................77

Bill McNamara ..............................................................................................................86

Sandy Neumann .............................................................................................................93

Laurette Rogers ............................................................................................................ 100

Karen Tillinghast ......................................................................................................... l 09

Shanti Wright ............................................................................................................... 116

HUMAN SUBJECTS PROTOCOL REQUIREMENTS ................................................ 133

vii I
Introduction:
It is fairly well known that there are a number of environmental issues currently
facing society; for example the controversial subjects of climate change, pollution, and
degra