Date of Award
11-1-2013
Document Type
Dissertation
Degree Name
Ph.D.
Organizational Unit
Morgridge College of Education
First Advisor
P. Bruce Uhrmacher, Ph.D.
Second Advisor
Nick Cutforth
Third Advisor
Kimberly Hartnett-Edwards
Fourth Advisor
Christy M. Moroye
Keywords
Aesthetic education, Ecological education, Ecological habits of mind, Ecological mentoring, Ecological mindedness, Teacher education
Abstract
This study investigates the formative experiences that nurture ecological habits of mind in youth. The study builds on the ecological habits of mind defined by Moroye and Ingman: caring, a sense of interconnectedness, and ecological integrity. A combination of methods was used in this study: in-depth phenomenologically based interviewing, and educational criticism and connoisseurship. Data collection included two interviews each with five teenagers, one interview each with the teens' mothers, photographing of artifacts, and a focus group with six additional teenagers. Observations and interpretations were filtered through ecological and aesthetic lenses.
Several key findings emerged. First, it is proposed that three qualities of ecological mindedness be added to those already defined: imagination, active engagement, and self-efficacy. Second, a review of the data revealed that the values of ecologically minded teens include relationship, commitment, and growth. Third, formative influences on the teenagers included experiences in nature (including place, play, and aesthetic experiences), experiences with animals, adult mentorship, community, peer and sibling influence, religion, and story. The aesthetic dimensions of learning (connections, risk-taking, imagination, sensory experiences, perceptivity, and active engagement) were all found to be present in the experiences of the teens; it is proposed that crafting nature-oriented learning experiences with these dimensions in mind helps to nurture ecological mindedness. This study has implications for environmental and ecological education as well as education in general, including implications for teacher education. The values and experiences of the teens help inform the recommendations that educators provide opportunities for natural aesthetic experiences as well as ecological mentoring.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Shannon Burgert
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
227 p.
Recommended Citation
Burgert, Shannon, "With Green in Mind: Formative Influences on Ecological Mindedness" (2013). Electronic Theses and Dissertations. 101.
https://digitalcommons.du.edu/etd/101
Copyright date
2013
Discipline
Education, Environmental education, Aesthetics