Doctor of Philosophy
Dr. Michael Cohen, Chair
nature@interisland.net
"Oh, what a catastrophe,
what a maiming of love when it was made personal, merely personal
feeling. This is what is the matter with us: we are bleeding
at the roots because we are cut off from the earth and sun and
stars. Love has become a grinning mockery because, poor blossom,
we plucked it from its stem on the Tree of Life and expected
it to keep on blooming in our civilized vase on the table."
- D. H. Lawrence
"In learning how to think
with nature is the salvation of our sanity and Earth.
Stressfully separated from
nature's rewards, we psychologically bond to destructive gratifications.
Genuinely reconnecting our
thinking with nature transforms our destructive bonds into constructive
passions."
- Dr. Michael J. Cohen, Department Chair.
Laymen and experts alike recognize
that the manner of thinking of human cultures in their current
state of being separated from nature is inflicting damage on
people and the life sustaining systems and resources of the planet.
Critical stress arising from the nature disconnected way we think,
adversely impacts people and the environment. It deteriorates
human relationships, and the air, water, and soil, our climate,
and plant and animal species. The thought process of industrial
society damages earth's ability to provide for life in balance
and risks damaging vital personal and global systems beyond repair.
Nature connected cultures and
individuals who have not been touched by, or have outgrown, the
destructive aspects of industrial thinking neither display nor
promote the runaway problems we face. Until recently, no process
has been widely available that enables people to think like nature
works and thereby help our troubles subside.
Our destructive ways are not
logical. They are psychological, they arise from our excessive
disconnection from nature disturbing the logic of the psyche
which, in turn, disturbs our thinking into producing our dilemmas.
It is illogical to try to solve our problems by using the same
thinking process that causes them
People are part of nature.
Research in natural areas during the past 30 years has produced
the Natural Systems Thinking Process, a nature reconnecting distance
learning program. It empowers individuals and institutions to
learn how to make conscious sensory contact with natural areas.
People psychologically tap into nature's wisdom, beauty and balance
there, and think with it by letting it heal, nurture and energize
into awareness the loving intelligence of nature that inherently
pervades our rationality, psyche and spirit.
Documentation of the Natural
Systems Thinking Process and its beneficial effects is found
in 32 articles published by ERIC, The Association of Humanistic
Psychology of the American Psychological Association, The Interpsych
Newsletter Journal, Journal of Environmental Education, the 1986-97
Conference Proceedings of the North American Association and
Association for Experiential Education and many other professional
journals.
In view of our rising personal
and environmental problems, the dire need for a cadre of experts
who can implement, use and teach the Natural Systems Thinking
Process is unquestionable.
Program Objectives
Although environmental and
humanitarian issues are at the fore of modern society, virtually
unrecognized are their psychological roots in our disconnection
from nature. The objective here is to help resolve these psychological
issues by learning how to reconnect and think with nature.
This program has shown to develop
professionals who not only have the academic and scientific background
to study key nature disconnected psychological issues, but who
also design, develop, promote and implement practical nature-connected
ecopsychology solutions to the problems which face people, society
and the environment. Participants are challenged to think about
and relate to problems and issues from a sensory, interspecies,
global community, web of life point of view. Within this framework
students learn to apply the Natural Systems Thinking Process
to their other interests. Mastery of the process helps them develop
sustainable balanced relationships on critical fronts.
The educational philosophy
of the Applied Ecopsychology/Integrated Ecology program at an
affiliated University is to empower motivated adult learners
to become experts in implementing, teaching and researching the
Natural Systems Thinking Process. Graduates will be able to evoke
responsible personal and global relationships.
Participants will be empowered
to effectively use, teach and promote the use of nature connecting
activities and materials that enable people to:
-Learn ways of thinking critically
that reconnect with and heed natural callings within ourselves,
others and natural areas.
-Understand why we naturally
deserve to have good feelings and how to obtain them in personally
and globally responsible ways.
-Learn how to self-regulate
by letting nature connections nurture the balanced spirit, wisdom
and unity of nature within and about us.
-Reverse apathy, stress and
dysfunction by energizing our natural senses and feelings.
-Scientifically let our natural
connectedness regenerate and rejuvenate the hurt and abandoned
parts of our inner nature.
-Enjoy nature's enchantment
within and about us.
-Learn how to speak to Earth
and let it teach us.
-Know nature as nature knows
itself,
-Replace cultural substitutes
for nature with genuine connections with authentic nature.
-Recognize the culturally induced
unbalanced relationship between the old-brain and the new-brain
and conscientiously let tangible contact with nature re-balance
them.
-Apply to appropriate parts
of their personal and professional life the Natural Systems Thinking
Processes described in the program.
-Learn to personally or professionally
organize, facilitate and introduce the ecopsychology of Project
NatureConnect's Natural Systems Thinking
-Process and to network with
others with similar goals for responsible personal and global
balance.
Additional information about
the Natural Systems Thinking Process and program is available
at http://www.ecopsych.com/
and in the book, Reconnecting
With Nature, by Michael J. Cohen.
Program Audience
The program is designed to
meet the educational and vocational needs of mid-career professionals
who seek to integrate the Natural Systems Thinking Process into
their personal and professional lives. It is appropriate for
being referenced in the programs of Global Studies and Environmental
Studies.
The program audience includes
graduates from baccalaureate programs and/or individuals employed
in the following areas: psychiatry, counseling, guidance, therapy,
mental health, group work, social work, spiritual leadership,
peace, conflict resolution, environmental studies. environmental
education, recreation, nature interpretation, youth work, personal
recovery. chemical abuse, interpersonal abuse, self-improvement,
experiential education, wildlife management, outdoor education,
citizenship, adjudicated youth, horticultural therapy, indigenous
people, community development, landscape gardening, intentional
relations, noetic science, leadership, systems theory, public
health
Minimum Entry Requirements
Applicants for the Doctoral
program in Applied Ecopsychology/Integrated Ecology must
have completed a Master's degree or documented its equivilent.
Students should prepare a written statement of their practice
and research interests in Integrated Ecology and communicate
with lead faculty prior to formal application to IGE. Candidates
should show familiarity with and dedicated interest in the Natural
Systems Thinking Process website at www.ecopsych.co and submit
a degree program application.
Evaluation for admission mostly
considers the applicant's success on the Orientation
Course as well as the applicant's prior learning and professional
experience, letters of recommendation, and a letter of intent
from the applicant. The letter of intent should address the applicant's
general education preparation not included in official transcripts,
the preparation of the applicant for graduate training, the reason
the applicant is pursuing an advanced degree, and the applicant's
future career plans and avocations.
The Degree Program
In general the Ph.D. program
follows the Certificate and
Student Cooperative Program through
3 certification levels of coursework that conclude with matriculation
into a degree
program where the student's research and dissertaion are
completed.
The quality, content and process
of the core courses in the IGE program are fully accredited in
the United States and internationally as a part of Project NatureConnect's
regionally accredited cooperative University programs that review
the courses and offer credit for them.
Many degree
programs are proceeding with the accreditation process. Candidates
should be aware of the advantages and disadvantages of programs
that are regionally accredited.
Lead Faculty Information
Michael J. Cohen, Ed.D.
P.O. Box 1605
Friday Harbor, WA 98250 USA
Tel: (360)378-6313
Email: nature@interisland.net
Michael Cohen is an ecopsychologist
who founded and coordinates Project NatureConnect, a distance
learning degree program with extended educational workshops and
course offerings from The Institute of Global Education, a special
NGO consultant to the United Nations Economic and Social Council.
He has developed the Natural Systems Thinking Process through
degrees at University of California, Berkeley, Columbia University
and Clayton University along with 36 years of living outdoors
year round researching and teaching multisensory nature activities.
Dr. Cohen is faculty at Akamai University and has founded degree
granting environmental outdoor education programs for the Trailside
Country School, Lesley University (Audubon Expedition Institute)
and the National Audubon Society. His many books and articles
include The Web of life Imperative, Reconnecting With
Nature: finding wellness through restoring your bond with
the Earth, the 1990 award winning Connecting With Nature:
Creating Moments that Let Earth Teach, and the self-guiding
applied ecopsychology training manual Well Mind, Well Earth.
He is the 1994 recipient of the Distinguished World Citizen Award
and has been recongized as a maverick genius.
Minimum Degree Requirements
Program participants must complete
a minimum of 48 graduate credits, above the masters, as outlined
below, and a dissertation or major project in lieu of dissertation
(with permission from faculty), according to University
guidelines. Participants must also complete an admissions to
candidacy examination at the conclusion of their academic coursework
and then proceed with a full research proposal process. Following
successful submission of an acceptable first draft of the dissertation
manuscript, participants will complete a defense of dissertation
and then finalize the dissertation document.
NOTE : Students who have completed
coursework in any of the required areas may petition lead faculty
for a waiver of these requirements by documenting how they would
apply NSTP these areas.
NOTE: Electives may be selected
from outside the program area with the approval of the lead faculty
by documenting how they would apply NSTP these areas.
Doctoral program courses
and guidelines:
NOTE : Students who have completed
coursework in any of the required areas may petition lead faculty
for a waiver of these requirements by documenting how they would
apply NSTP these areas.
NOTE: Electives may be selected
from outside the program area with the approval of the lead faculty
by documenting how they would apply NSTP these areas.
PREREQUSITE NOTES: Doctoral
Students are required to have mastered the MS requirements ECO
500, 508, and 501 before student teaching ECO 601. They must
have completed ECO 502 before student teaching ECO 602.
- The program must be completed
in three years. Special petitions for extra time are considered.
Courses marked (prior OK)
means that you may make a contract/petition
to apply prior learning to parts of them.
NOTE : Students who have completed
coursework in any of the required areas may petition lead faculty
for a waiver of these requirements by documenting how they would
apply NSTP these areas.
NOTE: Electives may be selected
from outside the program area with the approval of the lead faculty
by documenting how they would apply NSTP these areas.
Courses :
Courses that are available
to the public may be found at
http://www.ecopsych.com/courses.html
TO FIND A COURSE SYLLABUS:
In general, on the WWW enter
the address
http://www.ecopsych.com/
then add a single course
number like so:
eco503 (lower case; no space beween eco and number )
then add .html
The completed address you create ( http://www.ecopsych.com/eco503.html
) will bring you to the course syllabus on the web with the
following exception:
The address.html is
listed bold in red if that address is different that the
official course number.
Courses listed below are linked
to their syllabus.
Core Competencies (Required:
15 credits)
Doctoral Students are required
to take ECO 501 before taking ECO 601
and
ECO 502 before taking 602. The then follow, in general the courses
through three levels of the certification
program
A list of the descriptions
of most of the Doctoral courses is located at the end of this
page. The hyperlinked course numbers of the course names below
take you to the course syllabus.
ECO 500:req
Global Citizenship Orientation: The Art and Science of Thinking
With Nature (1 Credit) if not taken previously
ECO 508 req Natural Attractions (Einstein's
World) (1 credit) if not taken previously
followed by
*ECO
601: req Educating
and Counseling with Nature I: Student Teaching and Research (3
credits)
(note: ECO 501 prerequsite)
*ECO
602 req Educating
and Counseling with Nature II: Student Teaching and Research
(3 credits) ( http://www.ecopsych.com/eco602parts.html ) note unusual address
(note: ECO 502 prerequsite)
*ECO
603: req Exploratory
Reading in Applied Ecopsychology/Integrated Ecology (3 credits)
(prior OK)
*ECO
604: req Researching
Sensory Knowing and Culture (3 credits) (prior OK)
*ECO
509/609 req Global
History of the Senses 3 credit (optional if taken previously)
*ECO
622 req Public
Relations and Fund Raising 3 credit (optional if ECO 522 has
been taken previously)
ECO 800: req Certification in Applied
Ecopsychology/Integrated Ecology (1 credit)
Field Studies (Required:
6 credits -select one)
*ECO
751: Field Studies
in Applied Ecopsychology/Integrated Ecology (6 credits) (prior
OK)
*ECO
752: Externship in
Applied Ecopsychology/Integrated Ecology (6 credits) (prior
OK)
*ECO
753: Case Studies in
Education and Counseling with Nature (6 credits) (prior OK)
Research Preparation Courses
(Required: 12 credits)
*ECO541: Participatory Research for Applied
Ecopsychology/Integrated Ecology (3 credits)
*RES990: Dissertation Research (9 credits that
make up your total final semester )
Advanced Studies (Electives)
*ECO
791: Special Projects
in Applied Ecopsychology/Integrated Ecology (3 credits) (prior
OK)
*ECO
792: Advanced Readings
in Applied Ecopsychology/Integrated Ecology (3 credits) (prior
OK)
*ECO
793: Special Problems
in Applied Ecopsychology (3 credits) (prior OK)
Field Study Parameters
Field study parameters for
Applied Ecopsychology/Integrated Ecology consist of teaching
and researching the Natural Systems Thinking Process into a chosen
fields of professional or personal interest. This may be done
through on site or distance learning internships, apprenticeship,
field investigation, professional practice, field project or
action science techniques.
The goals of the field study
element are to provide opportunities for meaningful experience
through which participants may acquire and demonstrate an advanced
expertise in applying and furthering the art and science of applied
ecopsychology/integrated ecology. This may be accomplished in
organizations or institutions of the student's choice or as independent
projects with approval from lead faculty. Professional presentation
of the student's results at an appropriate conference or meeting
is required.
Through experience, field opportunities
are used to hone how the student utilizes and teaches the fundamentals
of the Natural Systems Thinking process. We are born as part
of nature yet nature and nature-centered people, in their wisdom,
do not exhibit our runaway problems. We learn to live, on average,
less than 1/2 day per lifetime consciously in tune with nature.
It is the extremely nature-separated way we live, think and relate
that brings about our most challenging problems.
Research Parameters
Participants are expected to
pursue a thesis emphasizing a small experimental research project
or case study project, or a major product in lieu of research
(with permission from lead faculty). Emphases for student projects
are to integrate or establish the Natural Systems Thinking Process
as part of appropriate psychological, therapeutic, educational,
recreational, political or spiritual areas. Under the assumption
that the purpose of life is to support life by fulfilling natural
attractions, participants select and design research that produces
their greatest contribution to the life process and helps others
do the same. Qualitative studies, participatory action research,
quantitative science or a mixture of these approaches may be
used to meet this goal. Examples of the types of projects which
would meet the expectations of lead faculty include the following:
-With the consent of their
support committee, a participant would design and apply appropriate
measurement techniques that scientifically document changes resulting
from themselves or others:
-Designing and actualizing
an applied ecopsychology course of study for the clients of a
therapist.
-Introducing the natural systems
thinking process into political, environmental or social areas
of conflict as a means of resolving conflict.
-Introducing themselves as
an trained agent of the natural systems thinking process into
areas seeking or needing personal, social or environmental improvement.
-Acting as an ambassador on
behalf of the natural systems thinking process and providing
public information that would stimulate interest in the support
and use of the process.
-Promoting and implementing
the natural systems thinking process as a stress management or
mental health tool in industry or other institutions.
-Promoting and implementing
the natural systems thinking process in the field of distant
education, environmental education, chemical or physical abuse,
recovery, therapy, education or community development.
-Evaluate the research of people
in related fields and how it could strengthen the natural systems
thinking process
Some Course Descriptions
Missing Course descriptions
are found in the course syllabus hyperlinked to the course name
above.
ECO 500: Psychological Elements
of Global Citizenship: The Art and Science of Thinking With Nature.
(1 credit)
This short course is offered
to students when required or suggested by their department, or
by the student's personal choice during any period semester of
enrollment or application. It may also be used as a student facilitator
training internship once the student has completed the course.
Students discover how our excessive separation from nature stresses
our sensuous inner nature and initiates our personal and global
troubles. Students learn to reverse this destructive process
by mastering thoughtful sensory nature reconnecting activities
that dissolve stress by satisfying our deepest natural loves,
wants, and spirit. This hands-on course teaches lasting leadership,
education, counseling, and mental health skills that feelingly
tap the "higher power" wisdom of Earth's creation process.
The email and telephone contacts of the course empower students
to let nature help them nurture warm interpersonal relationships,
wellness, and responsibility on personal and global levels. Students
relate the course methods and materials to their fields of interest
in order to integrate these areas with the global ecosystem.
They become familiar with the Natural Systems Thinking Process
and improve their Globally Balanced Thinking Score.
ECO 601 Educating and Counseling
with Nature I: Student Teaching and research (3 credits)
Students learn to promote,
teach and research personal, social and environmental responsibility
by mastering and adapting unique "nature-connecting"
teaching methods for personal and professional use. They discover
how to teach first-hand, tangible, reconnection with nature contacts
that provide information and satisfy deep natural wants. Students
discover how, when unsatisfied, these wants disrupt inner peace
and fuel personal, cultural and ecological disorders. Under the
direction of the instructor, students establish and identify
a two or more person class of students with whom they work online
and/or onsite. They maintain a journal of their teaching and
research efforts and prepare a 5 page reflective paper. Prerequsite:
ECO 501 or equivilent.
ECO 602 Educating and Counseling
with Nature II: Student Teaching and research (3 credits)
Students learn to promote,
teach and research personal, social and environmental responsibility
by adapting unique "nature-connecting" teaching methods
for personal and professional use. They master the use of hands-on
reconnection with nature contacts as education and counseling
procedures. Students help promote, organize, and guide presentations
for a selected group. They mentor an individual, or teach/facilitate
a two or three person class. In concert with a support group
that includes the facilitator, they maintain and post a journal
of their teaching, findings and research efforts and prepare
a 5 page reflective paper. Prerequsite ECO 502
ECO 603 Exploratory Readings
in Applied Ecopsychology/Integrated Ecology (3 credits)
While they are teaching and
researching sensory ecology, students will seek, read and critique
methods and materials from their own library research. Students
carefully explore the literature and prepare an annotated bibliography.
As the principal course assignment, participants will prepare
a scholarly paper of at least 15 typewritten double-spaced pages
discussing problems and solutions to important issues and practice
of Applied Ecopsychology/Integrated Ecology.
ECO 604 Researching Sensory
Knowing and Culture (3 credits)
Students will investigate a
library of recent references related to their particular career
field or interests that reflect upon the issues relevant to sensory
ecology. Students will read and discuss the literature with Dr.Cohen
and other professionals. Students will gather a bibliography
of literature in their professional field or interest that supports
work in Integrated Ecology and prepare an annotated bibliography.
Students will prepare a reflective paper of at least 15 typewritten
double-spaced pages discussing how the literature has informed
their understanding of the opportunities for integration of Applied
Ecopsychology/Integrated Ecology concepts within their career
field.
ECO 5/622: Public Relations
and Marketing (3 credits)
Students survey the field of
Public Relations and Marketing to determine the most significant
means to promote, impliment and produce support for their involvement
in the natural systems thinking process. They identify what that
makes each technique and strategy worthwhile, select those that
make the most sense to them, defend them, and apply them in areas
that add to the field of nature connected psychology and their
personal interests. The student writes a three page progress
report that documents their work and learning in this area and
that would assist others who read it.
PREREQUISITES Students must complete ECO 501 or its equivilent.
ECO 752 (see also 751A): Advanced
Field Studies in Applied Ecopsychology/Integrated Ecology (6
credits)
Students experience in advanced
theory and practice how Western Civilization separates the "human"
from the "natural" and estranges us from nature's integrity,
love, and spirit, in and around us. Students master, design and
implement conscientious techniques which reverse this dilemma
and catalyze responsible relationships for "reconnecting
with nature in people and places" through negotiating a
field experience placement within their career field which supports
a practical observation of Integrated Ecology. This field experience
will represent a minimum of 90 hours in one or more monitored
placements. In them, students apply the syllabus of ECO 501 and
ECO 602 as a perceptual filter, maintain a weekly log reflecting
upon their experiences and prepare a scholarly paper (at least
15 typewritten double-spaced pages) discussing how the field
placement experience has built their understanding of overcoming
barriers to successful integration of Integrated Ecology concepts
within their career field. [Prerequisite: ECO 601: Educating
and Counseling with Nature I]
ECO 753: Case Studies in Education
and Counseling with Nature (6 credits)
Students experience in theory
and practice how Western Civilization separates the "human"
from the "natural" and estranges us from nature's integrity,
love, and spirit, in and around us. Students complete field research
and prepare case studies describing and validating the growth
and development of at least eight individuals who are using nature-reconnecting
techniques and prepare a scholarly paper (at least 15 double-spaced
typewritten pages) discussing all aspects of the research project
and the findings. [Prerequisite: ECO 541: Field Study in Integrated
Ecology]
ECO 791: Special Projects in
Applied Ecopsychology/Integrated Ecology (3 credits)
Students pursue selected advanced
readings in Integrated Ecology (as assigned by faculty), conduct
a library search of the existing literature in a defined area,
conduct or participate in field courses or observations on this
topic and prepare a reflective paper under the direction of the
course instructor. The goal of this course is to open for closer
student inspection a selected and defined area of the study in
Integrated Ecology. Suggested course emphases include educating
and counseling with nature, integrating sensory knowing and culture,
mentoring techniques, public relations, writing, painting or
music and the natural senses, grant development and proposal
writing related to integrated ecology.
ECO 792: Advanced Readings
in Applied Ecopsychology/Integrated Ecology (3 credits)
In collaboration with the instructor,
students select and pursue exhaustive advanced readings in the
study of a selected aspect of Applied ecopsychology. This course
is intended to allow students to add in a significant manner
to the body of knowledge in this field and a scholarly paper
is required of the quality suitable for publication. Suggested
course emphases include counseling and education techniques,
disconnection issues and the powers of natural senses.
ECO 541 Participatory Research
Techniques for Applied Ecopsychology/Integrated Ecology (3 credits)
Students will investigate the
available literature on participatory research techniques. This
may include readings in the literature pertaining to implementing
system-transforming innovations (Bushe and Shani), participatory
action research in the workplace (Whyte), reflection in action
(Schon), reframing organizational culture (Frost, et. al.) and
self-reliant initiative (Fals-Borda), as well as other qualitative
and action science methodologies. Students will identify an appropriate
mini-study, apply techniques from their readings, complete the
study and prepare a technical paper of at least ten double-spaced
typewritten pages referencing the literature and describing the
value of participatory research techniques to the fields of Integrated
Ecology.
ECO 800: Petition for Certification
in Applied Ecopsychology/Integrated Ecology (1 credit)
This course is taken during
the student's final semester at IGE, Using materials, methods
and questions developed by themselves and others as part of prior
courses in the degree program, along with new material, the student
helps design and implement procedures that validate his or her
adequacy in participating in the IGE Cooperative Education process
and meeting the academic challenges of the IGE Degree program.
This includes asking and answering valid questions for and in
a competency exam, and producing journaled, course communicated,
and other forms of evidence that serve this purpose. The student
prepares a short research Validation paper that documents his
or her preparedness to enter the final phase of their degree
program at the University of their choice. and that isaccompanied
by a petition that may help generate scholarship funds for his
or her program completion. The paper will display the student's
adequacy in using research techniques and referencing of resource
materials under APA guidelines. When approved by the faculty
and a voluntary student cooperative study group, this paper serves
as a certification of the student's successful completion of
the IGE Graduate Student Cooperative component of their degree
program.
RES 990: Dissertation Research
(9 credits)