.
PROJECT
NATURECONNECT
Institute of Global Education
Special NGO consultant
to United Nations Economic and Social Council.
Michael
J. Cohen, Ed.D.
COURSE TITLE: Psychological Elements of Global Citizenship:
- The science of communicating with natural systems
- The restoration of Earth's intelligence and regenerative powers within us
- The art of
thinking with nature
(1-6 credits)
COURSE DESCRIPTION
"We are dysfunctional socially and environmentally because we are cut off and isolated from the world of nature and the natural."
-Albert Gore
Discover how the excessive separation of our psyche from nature stressfully frustrates or injures our sentient inner nature to produce our psychologically bonded dependencies and "unsolvable" personal and global citizenship problems. Learn to reverse this destructive process. Using the book "The Web of Life Imperative," master thoughtful nature-reconnecting Organic Psychology support activities that help us reduce stress and dysfunction by reconnecting us to our fulfilling origins in nature's balance and renewing ways.
This accredited online-study education program improves our thinking by satisfying our deepest natural curiosity, loves and spirit. It enlists nature to help us "compost" the hurtful and destructive elements of psyche and their detrimental effects .
This course course scientifically teaches lasting, hands-on, education, psychology and leadership skills and support activities that enable us to feelingly tap the "higher power" grace and wisdom of nature's creation and restorative processes. Its email and telephone contacts between course members let nature help us nurture warm interpersonal relationships, well-being and responsibility. 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, improve their Globally Balanced Thinking Score and write a scholarly paper that integrates the course with their lives.
"Personal transformation is best cultivated by partnering with the supreme agent of change, the Earth. Life is change, and nature is the wizard who enlivens its magic cycles."
-Philip Sutton Chard
COURSE TOPICS
*Natural systems thinking process
*Sensory ecology
*Lifeweb communication
*Thinking like nature works
*Reconnecting with natural senses
*The powers of natural senses
*People and nature as community
*The greening of personal and professional relationships
*Psychology of nature negatives
*The sensory history of personality
*Psychological origins of our separation from nature
*Reconnecting with nature: the process in action
*The twelve elements of the natural systems thinking process
*An ecology of spiritCOURSE OBJECTIVES
The outcome of the course is to enable a student to be familiar with and bring into their daily thinking and relationships a process that incorporates the grace, balance and restorative powers of natural systems The process helps the student make a strong contribution to personal and global responsibility through heightened natural sensory awareness.ADDITIONAL OBJECTIVES
http://www.ecopsych.com/attractionlink.html
http://www.ecopsych.com/walktalk.html
BRIEF NEED STATEMENT
Laymen and experts alike recognize that the thinking of nature separated human cultures 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 the wellness of people and the environment. It deteriorates human relationships, the air, water, and soil, our climate, and plant and animal species. The "normal" nature-separated process of thought used by industrial society damages earth's ability to provide for life in balance and risks damaging vital personal and global systems beyond repair. Our destructive ways are not logical. They are psychological subconsciously bonded relationships that seldom change until the bonds are attached or transformed to constructive relationship building processes. Our troubles arise from disturbing the natural logic of the psyche which, in turn, emotionally disturbs our thinking into producing our dilemmas. It is irrational to try to solve our problems by using the same thinking process that causes them. We need to recognize and utilize a thinking process that effectively co-creates in balance with nature's renewing ways and wisdom.COURSE AUDIENCE
This course is available online or in real time to all graduate and undergraduate students at their request or as required by their programs. It is available for CEU training hours in Education and Counseling and can be transferred into academic programs.TRACK OPTION
Be sure you are aware of the option offered by the Certified Master Practioner track and Organic Psychology Track for certification or a degree.FACULTY-STUDENT COMMUNICATIONS
By email, telephone or on site, students form local or global interact groups that include the instructor and with whom they share and react to their reading and nature reconnecting experiences. Through this supportive group interaction they set a mutually beneficial time schedule for the course and discover how nature organizes itself and creates the harmonious interspecies world community of which we are part. The interact group process takes advantage of the fact that participants are able to learn a great deal from the inner nature of others. Each participant depends upon the other course interact members for information and feedback, and each participant's interaction become part of the course work itself. The course requires a minimum of 14 interact email communications that can occur within the minimum period of 11 days, or preferably longer (5-7 weeks) with the consent of the interact group.COURSE DELIVERY STYLE
Students will read required degree related materials and do sensory nature activities that are provided on the internet. Information derived from the activities and shared by course members vial email consist of over half of the course text. For this reason the course information does not contain our cultural bias, rather, it arises from moments that let Earth teach, backyard or backcountry Students increase their knowledge and skills through the use of the Reconnecting With Nature textbook.REQUIRED COURSE MATERIALS
- Electronic hardware and software for email and internet access
-Required Textbook
The total course is contained in the book The Web of Life Imperative by Michael J. Cohen. Also recommended is that Reconnecting With Nature by Michael J. Cohen, be used as directed as an option. The general bibliography below is related to course topics. An extensive library and Internet literature search is to be conducted under the guidance of the instructor through which the students will optionally select appropriate reading materials and create quotations in support of applied ecopsychology and their course paper. Results of past searches will be made available.-Recommended Bibliography
Students may select from the following general bibliographic materials, and the bibliographies they contain, as appropriate. See www.amazon.com for publication details and availability.*Dancing Wu Li Masters, Gary Zukoff
*The Monkey Wrench Gang, Edward Abby
*Lame Deer, Seeker of Visions, Richard Erdoes
*Voice of the Desert, Joseph Wood Krutch
*The Soul Unearthed, Cass Adams,
*My Name is Chellis, Chellis Glenndinning,
*Ecopsychology, Theodore Roszac
*The Web of Life, John Storer
^Gazelle Boy, Jean Claude Armen
*Dream of the Earth, Thomas Berry
*Earth in Mind, David Orr
*Wilderness and the American Mind, Roderick Nash
*The Quiet Crisis, Stewart Udall
*Wisdom of the Body, Walter B. Cannon
*Ishi in Two Worlds, Theodora Kroeber
*Education of Little Tree, Forest Carter
*Magical Child, Joseph Chilton Pierce
*Ishmael, Daniel Quinn
*Summerhill, A.S. Neill
*The Web of Life, Fritjov Capra
*The Tao of Physics, Fritjov Capra
*The Spell of the Sensuous, David Abram
*The Battle in Seattle, Janet Thomas.
INSTRUCTOR/S: Since most personnel in the field of education and counseling are subject to the destructive nature-disconnected and conquering aspects of contemporary society, it is strongly advised that course instructors have successfully completed and interned in facilitating the course before they teach it.
PREREQUISITES:
There are no prerequisites for taking this course, however there are required instructions to read before going online or meeting with the course instructor and other students.COURSE PURPOSE: the topic and ideas students will address and how they will inform their practice.
Outcomes and Objectives: By the end of this course its participants should be able, on an elementary level, to use and teach, via the internet, or on-site in real time, the course global citizenship activities and materials that enable people:
1. To learn communal, interspecies ways of thinking critically that reconnect with and heed natural callings within ourselves, others and natural areas.
2. To learn how to self-regulate by letting the restorative powers of sensory nature connections increase the well-being of the balanced spirit, wisdom and unity of nature within and about us.
3. To scientifically learn how to let our natural connectedness regenerate and rejuvenate the hurt and abandoned parts of our inner nature, the natural systems functioning and flowing within us.
4 To enjoy nature's grace and enchantment within and about us and know how to let Earth teach.
5. To learn how to speak to Earth and let it teach us, to know nature as nature knows itself.
6. To recognize the culturally induced unbalanced relationship between the old-brain and the new-brain and conscientiously let tangible contact with nature help us re-balance them.
7. To learn to personally or professionally increase the ability organize, facilitate and introduce the Organic Psychology of the Natural Systems Thinking Process to society and to network with others with similar goals.
8. To, in addition to quantitative evidence, define, validate and develop phenomenological evidence and personal experience as an acceptable means to better understand and register the world
9. To have the ability to determine and evaluate person growth, skills and competencies in specific Applied Ecopsychology academic, philosophical and relationship-building areas.
10. To help students become activists for the well being of all of life and for peace on Earth through peace with Earth.
COURSE CREDIT REQUIREMENTS AND EVALUATION WITH RESPECT TO PURPOSE AND OUTCOMES FOR COURSE PARTICIPANTS :
Credits Two: Achieve Objective/Outcomes 1-8, below, with a grade of B or better.Graduate credit requirements delineated in bold, (Graduate Only) below.
1. (Objective/Outcome.1, above.) Make and keep commitments to relate their nature-connecting activity experiences to the people in their interact support group, which includes the instructor, by postal or E-mail, telephone or personal meetings.
2. (Objective/Outcome. 6 above) (Graduate Only) Determining their Globally Balanced Thinking Score before and after the course to note changes that may occur during the course.
3. (Objective/Outcome 3 above) Determine a numerical evaluative value for the information provided by each part of the course by completing the summary option section at the end of each part.
4. (Objective/Outcome 6 above) Report the effects of doing each activity to their interact team.
5. (Objective/Outcome 7 above) Write an attractive title and 30 word description for an introductory applied ecopsychology workshop that the student could present.
Write an attractive 5 word maximum title and 15 word encapsualization of the course that the student could submit as a WWW link to the course and/or themselves on the internet.
Submit their titles and descriptions to their interact group. Appropriately consider and incorporate improvement suggestions from their interact group into their workshop title and description.)
Help other interact group members improve their titles and descriptions so they work well6. (Objective/Outcome 5 above) (Graduate Only) Help organize the interact group to create a shared set of evaluation and grade criteria that critically measure a student's growth and expertise in this course.
Help group members apply these standards to themselves and present their self-evaluation and grade to the interact group.
Help interact members consentually modify their grade and evaluation based on input from the group until an consensus for their grade is reached by all.
Help involve them in helping others modify their grade and evaluation by consent.7. (Objective/Outcome 2, 4, 6 above) Write a 3 page experiential or scholarly paper relative to participating in this course in a manner that integrates, validates and contributes concepts and ideas that have developed through course readings and experience-sharing, concepts and ideas they believe are useful in their profession or the general field of global citizenship psychology.
8. (Objective/Outcome 9 above) Use and apply pre and post course objective/numerical questionnaires in the Web of Life Imperative to help determine and evaluate person growth, skills and competencies in specific academic, philosophical and relationship-building areas.
9. (Objective/Outcome 10 above) Choose to help industrial civilization include natural systems in its thinking and feeling via http://www.ecopsych.com/walktalk.html
Instructional format: This course can be done in real time, online, or a combination of both. It consists of shared, sensory contact learning and jounrnaling experiences with authentic natural areas and systems.
COURSE SYLLABUS/ TOPIC OUTLINE
Multisensory Experience Contact Hours: 10/credit.
Step 1. Introductory Overview and Course Orientation
Read and complete Course Overview material located on Pages 1-41 and 121-131 in the book The Web of Life Imperative by Michael J. Cohen (Trafford)Introduction: The Natural Systems Thinking Process (NSTP) Page 0-9
The value of four-leg experiences
Course Description: The Ecopsychology of Educating and Counseling With Nature Page 19
Questions this course addresses
Identifying important values in NSTP experiencesThe Ecozombie Dance: Adverse Effects of Disconnection Pages 23
Course Prerequisites: How to reach your highest potential regarding this book
Page 31 Survey of Participants
Page 121 Book Use InstructionsStep 2 Course Activities and readings
Complete The Eleven Course Sections by doing the course activities and readings for each section/chapter in the book The Web of Life Imperative (WLI) once every five days on dates of the month divisible by 5 ( for example, March 1, 5, 10, 15, etc until all eleven sections of the course are completed. Each section requires 3-4 hours total of "class learning" plus "homework writing and sharing"
For each of the eleven course parts and activities, address the 12 points listed in the instructions below (also found on page 50 and again on page 148 of Web of Life Imperative.) Then write, post and share with your interact group your experiences, thoughts and feelings with regard to the following twelve thoughtful verbalization interact catalysts, below: They are the guidelines for completing each of the eleven chapter, activity and posting sessions:
Start your post to the group with the Subject (GROUP NAME OR NUMBER)_____________: PART 1, YOUR NAME, so that other course member and readers can identify it, read it, and share their thoughts and feelings about your experiences with this page and vice versa.
Submit your thoughts and feelings from the activity, journal and book reading attraction-experiences, described below on this page to your support group and/or journal, along with the following:1) a general description of how you did the activity and what happened, along with quotes you like from the readings and how they added meaning to the experience.
2) the three most important things you learned from the chapter and webstring connections;
3) how would you feel about having the webstring attractions you experienced in the activity taken away from you?
4) whether or not the activity enhanced your sense of self-worth and your trustfulness of nature;
5) the part of you, if any, the activity identified or re-educated inside or outside of you;
6) your reactions to what you found attractive in the postings you read from the other group members. Be sure to save the interact postings of yourself and others that are attractive to you so that you can refer to them and quote them in the final paper for this course.
7) What value, if any, was there to doing the Summary Option (If you did it.)
8) Write one or two keywords that convey what important thing you learned from this assignment.
9) Write one or more complete, single, short, power sentence "quotes" that convey a significant contribution that this assignment makes to improving our relationships.
10) Integrating Dream Time: get at least night's sleep before doing the next activity. While your 5-leg mind sleeps, your 4-leg mind rides the inroads to consciousness made by the activity and reading. Note, upon awakening, whether any changes have occurred with respect to your outlook or the way you feel.
11) Conclude by identifying what things you have put into the trustable, uncontaminated, thought and feeling room/space you built into your psyche during Part/Chapter One. The use of these eleven Interact Catalysts will enhance your learning experience and that of the others in the course as well.
12) Remember: You will increase your learning from this activity by 75% if you teach this activity to another person. This opportunity is available by interning as a co-facilitator for the course.
TOPIC OUTLINES
Step 3. Topics, Outline and Sequence for Course
Interact groups may, by consensus, organize their time as is convenient for the group members. They may do an activity and chapter on the same day and leave a day or more open before doing the next activity and chapter. IT IS VERY IMPORTANT TO LEAVE AT LEAST ONE NIGHT'S SLEEP BETWEEN EACH ACTIVITY. The greatest growth in this course occurs during sleep time.Applicable statement of GSE course Outcomes and Principles 1, 6 and 7 to each part and day of the course:
Uniquely, this course in Global Citizenship gives a student the means to verbalize and build mutually supportive relationships with the non-verbal essence of natural systems that support and flow through every aspect of plant, animal and mineral life including humanity. The course recognizes that natural systems within and about us consist of the same molecules and attraction energies that produced Paleozoic Seas, dinosaurs, Adam and Eve, Redwood trees, Jesus Christ, the Grand Canyon, weeds, Mahatma Gandhi, weather systems, bacteria, Eleanor Roosevelt and the present moment. Project NatureConnect submits that all parts of this challenging course's singular educational efforts risk helping students create moments that let natural systems teach and that this is an exemplary life span practice that serves all students and diverse needs. Every minute of the course promotes additional balance and social justice for all groups including often overlooked members of the biological world and their spirit.. The course process helps people establish and understand ecologically sustainable relationships among culture and curriculum. It is an practical, easily applied model for thoughtful inquiry and sound decision-making.
ELEVEN DAY SCHEDULE: based on a section and activity being three hours in length and completed every day (reminder the days will probably be spread out and done once every five days throughout the semester by interact group consensus).
Be sure to call the instructor if questions arise while doing the course. 360-378-6313
Day 1 / Chapter One Experiences are Facts Page 41
Building Relationships as if Nature Mattered
To learn communal, inter species ways of thinking critically that reconnect with and heed natural callings within ourselves, others and natural areas.
Day 2 / Chapter Two Part One Trusting How Your Nature Works Page 53
Nature Disconnected Education
To learn how to self-regulate by letting the restorative powers of sensory nature connections increase the well-being of the balanced spirit, wisdom and unity of nature within and about us.Day 3 / Chapter Two Part Two Trusting How Your Nature Works Nature Disconnected Education
Continuation of learning how to self-regulate by letting the restorative powers of sensory nature connections increase the well-being of the balanced spirit, wisdom and unity of nature within and about us.
Day 4 Chapter Three Sensing and Feeling Webstrings Page 61
Conflict, Natural Attractions and God.
To scientifically learn how to let our natural connectedness regenerate and rejuvenate the hurt and abandoned parts of our inner nature, the natural systems functioning and flowing within us.
Day 5 Chapter Four Natural Consensus Page 65
The Greening of Psychotherapy
To recognize the culturally induced unbalanced relationship between the old-brain and the new-brain and conscientiously let tangible contact with nature help us re-balance them.
Day 6 Chapter Five Webstring Intelligence Page 75
The Eco I.Q. Test
To learn how throughout history leading thinkers have advocated we should enjoy nature's grace and enchantment within and about us and know how to let Earth teach
Day 7 Chapter Six Creation of Inspiration Page 87
The Secrets of Natural Attractions Trail
To learn how to speak to Earth and let its attraction teach us, to know nature as nature knows itself.
Day 8 Chapter Seven Webstring Self-Discovery Page 97
The Love of Nature Activity
To learn to personally or professionally increase the ability organize, facilitate and introduce the Organic Psychology of the Natural Systems Thinking Process to society and to network with others with similar goals.
Day 9 Chapter Eight Summary Activities Page 101
The Mind In Nature Activity
To define validate and develop, in addition to quantitative evidence, phenomenological evidence and personal experience as an acceptable means to better understand and register the world
Day 10 and 11 Chapter Nine Evaluation Activities Page 105
To have the ability to determine and evaluate person growth, skills and competencies in specific Applied Ecopsychology academic, philosophical and relationship-building areas.
REQUIRED TEXT(S) AND/OR REQUIRED READINGS
Required reading consists of the enclosed
The Web of Life Imperative: Regenerative ecopsychology techniques that help people think in balance with natural systems.
In addition, selected readings are optionally required from
Reconnecting With Nature: Finding wellness through restoring your bond with the Earth.Many additional , optional, readings, are available at
http://www.ecopsych.com/2004artnews.htmlPREREQUISITES
A. Once you obtain the email addresses of the course participants make a list of all of the interact group members in your e-mail address book, or use whatever batch/group/alias mail system that works for your email program. All course-related e-mail should go to your entire interact group.
B. Write a 1-2 paragraph letter of introduction to your interact group. Include a brief biographical sketch and the reasons you are taking this course. Please verbalize in this statement the social contract that you are making with the remaining course members. Please assure them that they can trust you to supportively participate and complete the course with them.
C. Read Pages 0-41 and 121-131 in The Web of Life Imperative. On pages 31-41 and select what you think are the two most important subject areas identified in the questions and statements found in parts two through six. (10 statements total). Write a paragraph that integrates these statements with respect to them being a reflection of your beliefs and values. On the starting date,post the paragraph to your interact group after you have posted your introduction.
INSTRUCTOR DESCRIPTION
Michael J. Cohen, Ed.D. founded Project NatureConnect and chairs Integrated Ecology at several Institutes and Universities. He received the Distinguished World Citizen Award for, since 1959, developing Applied Ecopsychology methods. http://www.ecopsych.com/mjcohen.html
Rationale:
A: The Insturctor, Michael J. Cohen, Ed.D. has special expertise/experience for teaching this course? He has, for forty-five years founded, created and designed Organic Psychology-Natural Systems Thinking Process methods, materials and programs. In the process he established the Trailside Country School and Outdoor Programs, The National Audubon Society Expedition Institute of Lesley University, the National Audubon Society International Symposium "Is the Earth a Living Organism," and Project NatureConnect at the Institute of Global Education that functions in cooperation with several American and International universities.B: This course is a vehicle to assist the process of peace education. It is designed and accepted as a special NGO consultant tool for UNESCO to help meet the mandate for environmentally sound personal growth and social justice as described in the organizing documents and charter of the United Nations.
COURSE DEVELOPMENT BIBLIOGRAPHY
Cohen, M.J. (2000) EINSTEIN'S WORLD, Friday Harbor, WA, World Peace University Press
Cohen, M.J. (1997) RECONNECTING WITH NATURE, Corvalis, OR. Ecopress,
Cohen, M.J. (1995) WELL MIND, WELL EARTH, Friday Harbor, WA, World Peace University Press
Cohen, M. J. (1988). HOW NATURE WORKS. Walpole, New Hampshire: Stillpoint.
Cohen, M. J. (1983-A). PREJUDICE AGAINST NATURE. Freeport, Maine: Cobblesmith.
Cohen, M. J. (1974). OUR CLASSROOM IS WILD AMERICA. Freeport, Maine: Cobblesmith.
Dossey, L.(1989) RECOVERING THE SOUL, New York, New York, Bantam Books.
Farb, P. (1968). MAN'S RISE TO CIVILIZATION. New York, New York: Dutton. and MILLENNIUM. (1992) "Mistaken Identity " and "An Ecology of Mind" Public Broadcasting Company TV, National Public Television.
Glendinning, C (1994) MY NAME IS CHELLIS AND I'M IN RECOVERY FROM WESTERN CIVILIZATION, Boston, Shambhala
Goleman, (1993) Nature as Therapy:Psychology's New Interest in the World Beyond the Self. NY TIMES, October
Knapp, C. (1988). CREATING HUMANE CLIMATES OUTDOORS. Charleston, West Virginia: ERIC/CRESS
Krutch, J. W. (1954). VOICE OF THE DESERT. New York: William Sloane Assoc.
Le Poncin, M. 1990 BRAIN FITNESS, New York, Fawcett Columbine.
Lovelock, J. (1988). THE AGES OF GAIA. England: Oxford University Press.
Margulis, L. (1986). MICROCOSMOS: Four Billion Years of Microbial Evolution. New York, NY Summit Books.
Murchie, G. (1978). SEVEN MYSTERIES OF LIFE. Boston, Massachusetts: Houghton Mifflin.
Pearce, J. (1980). MAGICAL CHILD. New York, New York: Bantam.
Rivlin R., & Gravelle, K. (1984). DECIPHERING THE SENSES. New York, New York: Simon and Shuster.
Samples, B. (1976). THE METAPHORIC MIND. Reading, Massachusetts: Addison-Wesley Publishing Co.
Samuels, M. (1983). WELL BODY WELL EARTH. San Francisco, California: Sierra Publictions.
Sheppard, Paul (1984) NATURE AND MADNESS, San Francisco, California: Sierra Publictions.
Spelke, E. (1992) Infants Signal the Birth of Knowledge, PSYCHOLOGICAL REVIEW, October, 1992 as quoted in Science News, November 14, 1992, Vol 142 p. 325, Washington D.C. Science Service.
Stevens, (1993) Want a Room With a View? Idea May Be in the Genes, NEW YORK TIMES, Nov 30, NY, NY
Viscott, D. (1976) THE LANGUAGE OF FEELINGS. New York, New York: Arbor House.
Watson, L. (1988) THE WATER PLANET. New York, New York: Crown Publishers.
Wynne-Edwards (1991) Ecology Denies Darwinism, THE ECOLOGIST, May -June, England.
Young, L. (1985). "The Earth As An Example of Universal Whole-making" in Cohen, M. J.(ed.) (1986). Proceedings of the Conference IS THE EARTH A LIVING ORGANISM? Sharon Connecticut: National Audubon Society.
Bibliography of Optional Readings:
Chard, Philip Sutton, (1994). The Healing Earth. Minnetonka,
Minnesota; North Word Press.
Cohen, Michael J., Ed.D., (1984). Culture-Nature-Self Paradigm. Journal of
Instructional Psychology, Summer, 84.
Cohen, Michael J., Ed.D., (1986). Educating as if nature mattered: heeding the wilderness
within. Proceedings of the Association for Experiential Education; September, 1986.
Cohen, Michael J., Ed.D., (1988). How Nature Works. World Peace University
Press; Portland, Oregon.
Cohen, Michael J., Ed.D., (1989). Reconnecting With Nature. World Peace
University Press: Eugene, Oregon.
Cohen, Michael J., Ed.D., (1992). Well Mind, Well Earth. Friday Harbor,
Washington; World Peace University Press.
Cohen, Michael J., Ed.D., (1993). Counseling With Nature: Catalyzing Sensory
Moments that let Earth Nurture. Counseling Psychology Quarterly, Vol. 6, No. 1.
Cohen, Michael J., Ed.D., (1993). Integrated Ecology: The process of counseling with
nature. The Humanistic Psychologist, a division journal of the American
Psychological Association, Autumn, 1993, Vol. 21, No 3.
Cohen, Michael J., Ed.D.,( 1995), Counseling and Nature: The greening of
psychotherapy. Inter-psych, the electronic mental health journal, March, 95.
Cohen, Michael J., Ed.D., (1996), Wilderness Revisited: The Twilight's Last Gleaming,
in Adams (ed.) The Soul Unearthed, Tarcher-Putman: Los Angeles.
Cohen, Michael J., Ed.D., (1997), Ecotherapy:the ecology of gaia, sensation and soul,
Theory and review in psychology, www.gemstate.net.
Cohen, Michael J., Ed.D., (1997). Reconnecting With Nature, Corvallis, Oregon:
Ecopress.
Cohen, Michael, Ed.D., (2000). Nature Connected Psychology: creating
moments that let Earth teach the Natural Systems Thinking Process. Greenwich
Journal of Science and Technology, Vol. 1, No. 1.
Cohen, Michael J., Ed.D., (2000). Einstein's World: Natural Attractions, Intelligences
and Sanity in Action. Institute of Global Education Technical Bulletin; Portland,
Oregon.
Clay, Rebecca, (2001). Green is good for you. APA Monitor on Psychology, volume 32,
No. 4, April 2001.
Clienbell, Howard, PhD. (1996). Ecotherapy, Healing Ourselves, Healing the Earth.
Fortress Press, Minneapolis, Mn.
De Quincey, Christian, (1996). When the stones fall silent. Noetic Science Review #38,
page 24, Summer 96.
Dossey, L.(1989) Recovering the Soul, New York, New York, Bantam Books.Duncan, Garrett, (1998). The psychological benefits of wilderness, Ecopsychology On-
line, The Ecopsychology Institute, 1998. www.ecopsychology.com.
Evans, Gary, (1996). Environmental psychology as a field within psychology,
International Association of Applied Psychology Newsletter, Fall, 1996.
Frumkin, Howard, PhD, (2001). Human health and the natural environment, American
Journal of Preventive Medicine, Volume 20, Issue 3 (April, 2001) Pages 234-240.
Glendinning, C (1994) My Name is Chellis and I'm in Recovery from Western Civilization. Boston, ShambhalaGoleman, (1993) Nature as Therapy:Psychology's New Interest in the World Beyond the Self. NY TIMES, October
Gorrell, Carin, (2001). Nature's Path to Inner Peace, Psychology Today, July, 2001.
Harman, Willis (1995). Review Essay, Noetic Sciences Review #36, p. 37, Winter,
95.
Hartig, T., Mang, M. and Evans, G. (1991). Restorative effects of natural environmental
experiences. Environment Behavior, 1991, 23:3-26.
Kaplan, Stephen (1998). With people in mind: design and management for everyday
nature, Washington, DC: Island Press.
Kaplan R. and Kaplan, S. (1989). The experience of nature: a psychological perspective.
Cambridge University Press, p. 340.
Knapp, C. (1988). Creating Humane Climates Outdoors. Charleston, West Virginia: Eric/Cress.Krutch, J. W. (1954). Voice of the Desert. New York: William Sloane Assoc.
Leonard, George (1997). Living energy, subtle fields subtle healing, Noetic Sciences
Review #43, Page 8, Autumn 97.Louv, Richard (2005). Last Child in the Woods: Saving our Children from Nature-Deficit Disorder. North Carolina: Algonquin Books of Chapel Hill
Lovelock, J. (1988). The Ages of Gaia. England: Oxford University Press.
Metzner, Ralph (1993). The split between spirit and nature in western consciousness,
Noetic Sciences Review #25, page 04, Spring 93.Radin, Dean (1998). Moving mind, moving matter. Noetic Sciences Review #46, p. 20,
Summer, 98.
Roszak, Theodore (ed) (1995). Ecopsychology, restoring the earth, healing the
mind. San Francisco, California; Sierra Club Books.
Scull, John (1999). Ecopsychology: Where does it fit in psychology?
www.island.net/~jscull/separate.
Scull, John (2001). Reconnecting with nature. Encompass, Volume 5,
Number 4, May-June 200l. www.encompas.org.
Sheppard, Paul (1984) Nature and Madness. San Francisco, California: Sierra Publictions.Suzuki, David and Knudtson, Peter (1993). Wisdom of the elders, Noetic Sciences
Review #25, page 10, Spring, 93.
Ulrich, R.S. (1984). View through a window may influence recovery from surgery.
Science, 1984, 224: 420-421.
Ulrich, R. S. (1993). Biophilia, biophobia and natural landscapes. In: Kellert, SR: The
biophilia hypothesis. Washington, DC: Island Press.
Wilson, Edward O. (2001). Nature matters, American Journal of Preventive Medicine
Volume 20 Issue 3 (April 2001) pages 241-242.
Wilson, Edward. O. (1993). Biophilia and the conservation ethic. In: Kellert SR, Wilson
EO, eds, The biophilia hypothesis. Washington, DC: Island Press, 1993: 73137.
Wilson, Edward O.(1984). Biophilia: the human bond with other species. Cambridge:
Harvard University Press.
Winnicott, D. W. (1988). Human nature
SPECIAL NOTES AND INSTRUCTIONS
Students may progress through this course at a faster or slower pace, as appropriate for all with permission of the course instructor. The default schedule is recommended.
FACULTY CONTACT INFORMATION
Michael J. Cohen, Ed.D.
Director, Project NatureConnect
P. O. Box 1605
Friday Harbor, WA 98250 USA
Tel: (360) 378-6313
Email: nature@interisland.net
Website: www.ecopsych.comCommunications should take place during daytime working hours in the western time zone or by appointment.
Project NatureConnect
Institute of Global Education
Special NGO consultant to United Nations Economic and Social Council.Strengthen personal and global well-being
(Add your comment to an automatic email message)
 .Web Site Navigation
Grant-funded,
alternative courses, career training and holistic jobs and degree
programs online for sustainable personal and environmental health. Introduction Application Forms Education Information Validation Contacts |
|
 Navigation |
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation
Navigation