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GREEN SUSTAINABILITY DISTANCE EDUCATION UNIVERSITIES: Accredited Nature-Connecting Online Alternative and Natural Holistic Bachelors Masters and PhD Degrees, Sensory Courses, Jobs and Career Training Education, Includes certified life experience equivalence and prior instruction, hands-on sustainable environmental programs |
ECO 753 CASE STUDIES COURSE SYLLABUS AND PROGRAM DESCRIPTION
Retreat Center Green Career Training and Degrees
Retreat Center Green Career Training and Degrees
Project NatureConnect
Friday Harbor, San Juan
Island, Washington, USA
Institute of Global Education
Holistic
Alternative Online Natural Health Wellness Spirituality
Special
NGO Consultant, United Nations Economic and Social Council
Green
Careers, Sustainable Jobs, Degrees Graduate Schools
Scholarships
| SYNOPSIS: The green, retreat center green career education, university syllabus, below, describes a significant breakthrough: distance education sustainable counseling and therapy training that includes your prior learning, equivalence courses and life experience, and that offers financial aid grants. It helps you remedy the excessive disconnection of our psyche from nature's flow that produces our disorders. Its applied ecopsychology helps you follow nature's path to Earth and humanity in peaceful balance. PROGRAM OVERVIEW:
Educating Counseling and Healing With Nature Degrees, Grants, Career Training Courses and Jobs Online. Individuals
who have enjoyed a refreshing visit in a natural area often report that
their sensory contact with nature's balance and beauty increased their
well-being in lasting ways. They say that the connection renewed their
psyche, cleared their mind and energized their spirit. To this end, the
remarkable process of Educating, Counseling and Healing With Nature
(ECHN) empowers anyone, anytime, to increase personal, social and
environmental well-being, and to help others do the same.
ECHN students learn how to help nature's self-correcting ways interlace with their heart, mind and spirt. This enables them, along with their clients and friends, to increase health and wellness through a grant for thinking, feeling and relating like nature's perfection works. Educating Counseling and Healing With Nature offers critical nature connected distant education and university distance learning, graduate school scholarships and alternative careers degrees, and jobs. They are designed for independent retreat center personnel who want to add sensory nature-contact methods to therapy, teaching or coaching practices. The environmental need is great for those who have the integrity and dedicated passion to master sustainable, green, health and wellness spirituality skills. They help individuals who need or seek a safe alternative to the destructive ways of society that block the restorative flow of nature in through and around us. We honor your desire to blend your life experience and training with your respect for nature, by providing special retreat center grants and equivalence credit for it. If you like, you may combine our certified accredited coursework with a Nature-Connected Degree or Certificate in most subjects, personal interests, or jobs. (see bottom of this page)
ECO 753: CASE STUDIES IN APPLIED ECOPSYCHOLOGY (6 credits )
Retreat Center Green Career Training Applied Ecopsychology/Integrated Ecology Master of Science, Doctor of Philosophy Institute of Applied Ecopsychology Akamai University Michael J. Cohen <nature@interislnad.net> November 1, 2000 NOTE: This course requirement may be filled via documenting that you have had equivalent education experience. The means to do this by challenge exam is found at http://www.ecopsych.com/eco700.html COURSE DESCRIPTION ECO 753: Case Studies in Applied Ecopsychology (3 credits) This course explores present or past case studies, which make, or would have made, the way nature works become an ally to increase well-being if organic psychology had been included as part of them. The application of Ecopsychology, as practiced in the discipline of natural attraction ecology and organic psychology, helps humanity address the crises that result from our estrangement from nature as nature's flow manifests itself as our our living planet, Earth. Students prepare an academic paper or project report as a minimum written assessment in this course. See http://www.ecopsych.com/eco700.html for full details. 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. This field experience will represent a minimum of 90 hours in one or more situations where NSTP activities are being used.. PREREQUISITES Students will complete all required core courses prior to undertaking the field study. COURSE TOPICS *create nature psychology program use situations. *demonstrate theoretical knowledge in applied settings *make improvements within work settings *exhibit excellence in observation techniques *reflect new understandings from studies *integratie of case study finding with professional behaviors and protocols *describe expectations of NSTP use in settings where it is presently absent COURSE OBJECTIVES *to help students observe how Natural System Thinking Process nature connected psychology techniques to produce responsible relationships with those that use them *to demonstrate theoretical knowledge in applied settings *to make immediate improvements within their use of NSTP *to exhibit excellence in core competencies *reflect new understandings from the practical studies *to demonstrate competence in the general domains of the program *to better address the tasks of their professional arena *to integrate academic theory and professional techniques within a monitored setting *to expose the student to cases and situations that are representative of the role and function of an independent practitioner in the professional environment BRIEF NEED STATEMENT An essential component of the transition all students must make from the academic to the professional environment is the integration and application of academic theories, principles and practices to the requirements and expectations of the professional arena. To encourage successful transition to the professional environment, supervised field studies in an approved site with business, industry, government or nonprofit sector (or a supervised independent field study project, with permission from lead faculty) is a required component of the curriculum of all degree programs at Greenwich University. Through these opportunities, students are able to effectively integrate theories, principles, and practices from their core studies through the application of this learning within the professional environment, allowing the real world to challenge and enhance their understandings. COURSE AUDIENCE This is an optional course for all students pursuing a graduate degree in Integrated Ecology/Applied Ecopsycholgy and is closed to other students. FACULTY-STUDENT COMMUNICATIONS -Telephone Contact The student and instructor will have an initial phone conversation within one week prior to the student's start date at the field site. The purpose of this interaction is to clarify the plan of action for the field study, the course objectives, and the schedule of activities, familiarize the student and instructor with each other, and develop clear timelines for completion of course requirements. This interaction is required, and it will be conducted at the student's expense unless otherwise arranged by the student and the field site sponsor. In addition to the initial phone interaction, the student and instructor will have phone contact during the progress of the course, at weeks 6, 12, 18 and 24. Through these additional contacts, student and instructor will assess progress and timelines, modify expectations and the plan of action, as necessary, and answer questions and concerns of either party. -Electronic Contact In addition to telephone contact the student will maintain a minimum of once-per-week email, post or telefax contact with the instructor for the purpose of communicating progress and resolving any difficulties which might arise at the field site. This is a forum for specific questions by the student and instructor, a time for instruction by the faculty, and problem-solving, as needed. The instructor and the student are expected to respond to electronic communications by phone or email within 48 hours, if at all possible. ......................................................................................................... -Optional Methods of Contact In addition to the aforementioned methods of communication, each student is encouraged to provide ideas about the optional methods of communication appropriate for the capabilities of the field site environment. For example, audiotaped or videotaped messages can be used, as appropriate, with feedback by the instructor. Synchronous video linking, chat room, and bulletin board access can be used if the student has access to internet-based video hardware and software. The instructor will be pleased to explore options for increased and improved communication with the student. COURSE DELIVERY STYLE The following guidelines describe the course delivery style and the basic activities and responsibilities of the student, the field site sponsor, and the course instructor for the conduct of this field study: Required Activities and Responsibilities of the Student: Set mutually satisfactory and feasible goals with faculty and field site sponsors. Put together a study group that includes expertise in the NSTP process Identify the case histories or settings you will be studying. In conjunction with your study group: Complete the first case history report before going on the the second. even though you may be collecting data for all of them continuously Describe what you see to be the core problem of the case in point. Describe how and where NSTP was not part of the individuals education. Describe how and where NSTP was or could be introduced in the case. Describe the noted or projected effect of introducing NSTP Offer some results of research or past experience that support your noted or projected effects. Describe what, if any, issues come up while discussing this case. Proceed to the next case and follow the same format adding, where possible, information gained from the preceding case study. Required Activities and Responsibilities of the Instructor: Serve on the case study committee and revies a final paper, which should be a minimum of 15 pages in length. Arrange communication with student at end of field placement to review and evaluate experience. Oversee the gathering of the student and field site sponsor's final reports, review and evaluate the student's course paper, prepare the final instructor evaluation, and submit Grade Report in a timely manner. REQUIRES COURSE MATERIALS -Required Texts Reconnecting With Nature, Michael J. Cohen Well Mind, Well Earth, Michael J. Cohen Connecting With Nature, Michael J. Cohen -Recommended Bibliography and Learning Resources 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 *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. Connon *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 Spell of the Sensuous, David Abram COURSE ASSIGNMENTS -Assignment #1: Application for Field Study Preparation should begin at least two months before the student anticipates enrollment for the case study course by gathering the necessary information needed to effectively complete the studies and submission to lead faculty. Complet a course contract describing how you will fulfill the course requirements. 11. Identify the insurance coverage protecting student, this institution and field site institution from liability claims. -Assignment #2: Field Placement Activities Participate within the field study site as an observer according to the plan of action established with the instructor and the field site sponsor at the outset of the course. Keep a journal of valuable observations associated with the cases. -Assignment #3: Oral Reviews with Instructor Schedule and conduct telephone (or other means of communication, as arranged beforehand) contacts with the instructor, according to the course completion timetable, for the purposes of oral review of learning and progress at the field site, clarification or revision of the plan of action for the field study, review of the course objectives, and the schedule of activities. -Assignment #4: Reflective Paper Within the requirements for a course final paper found at http://www.ecopsych.com/eco500paper.html develop an academic paper relative to the "subject matter" of the case studies, in a manner which is reflective of the experiences undertaken. The reflective paper should be approximately 10 double-spaced, typewritten pages, addressing the objectives of the course, drawing from the daily journal notations, and required readings (if any), and formulated in such a manner as to contribute insight and ideas relative to the professional development of the student. The primary purpose of the paper is to permit the student to reflect upon the new learning acquired through the case studies, to reflect upon the new professional maturity, to relate what was learned in the practical environment to the core studies of the program and the academic literature reviewed. Paper should adhere to standard manuals of style and contain effective scholarly discussions, and a thorough referencing of the literature used (if any). -Assignment #5: Final Site Sponsor Evaluation The student will participate with the field site sponsor in the conduct of a final field study review. This review will reflect upon to effectiveness of the student in addressing and accomplishing the objectives of the course within the field site environment. SUPPLEMENTAL LEARNING RESOURCES -Supplemental Texts INDIVIDUALIZATION OF STUDENT ASSIGNMENTS Each student is expected to apply new learning from their core courses to real world situations within their professional environment or the wider community, as appropriate. COURSE EVALUATION Both the experiential (time spent at the field study site) and the academic work are valued towards the award of credit. Regularly scheduled communications and meetings, readings, journal notations, and formal evaluations are expected part of the field study course. For the course grade the instructor will evaluate the student through mid-placement and end-of-placement oral assessments, the final overarching assessment of the field site sponsor, and the students scholarly paper. COURSE GRADING DETERMINANTS The course grade will be calculated based upon the following formula: *mid placement oral review by instructor 25% *reflective paper 25% *final evaluation by site sponsor 25% *final oral review by instructor 25% COURSE COMPLETION TIMETABLE Week #1: Instructors final review of student application/plan of action. Pre-placement oral discussion and orientation between student and instructor. Week #2: Formal initial meeting between student and site sponsor wherein student objectives and tasks at the field site are formally reviewed, and plan of action is set for the first half of the field placement. Week#2: Student begins field site activities and begins maintaining daily journal notations which will continue for the duration of the field placement. Week #3: Student sends first written communication to instructor via post, telefax, or email, verifying that field placement is underway in an orderly fashion. Week #6: Student makes first telephone contact with instructor to review progress and to arrange to work out any difficulties at the field site. Week #10: Formal mid-placement meeting between student and site sponsor wherein student progress is reviewed, and plan of action is set for the second half of the field placement. Site sponsor sends written review to instructor following this meeting. Week #11: Student arranges for time and date for mid-placement oral review by instructor. Week #12: Student makes telephone contact with instructor for mid-placement oral review. Following the oral review, student and instructor review progress and establish plan of action concerning any difficulties at the field site. Week #18: Student makes telephone contact with instructor to review progress and to arrange for final evaluation requirements at the field site. Week #19: Student arranges for final review by field site sponsor and the completion of the written final evaluation of the student. Week #20: Formal end-of-placement meeting is held between student and site sponsor wherein student success in field placement is formally reviewed including a thorough review of the contents of the sponsor's final evaluation of the student. Site sponsor completes the written final evaluation of the student and sends to the instructor. Week #22: Final evaluation by site sponsor is to be received by instructor Week #24: Final oral review is conducted by instructor and student grade report is prepared and submitted to the University. SPECIAL NOTES AND INSTRUCTIONS FACULTY CONTACT INFORMATION Contact:
Michael J. Cohen, Ph.D.
Telephone 360-378-6313 Read the Ecopsychology Journal interview with Dr. Cohen: http://www.ecopsych.com/ecopsychologyjournal.html Email: nature@interisland.net. Website: www.ecopsych.com Personal page: http://www.ecopsych.com/mjcohen.html RESOURCES Overview Article<http://www.ecopsych.com/hallucinatearticle.html> Process Synopsis<http://www.ecopsych.com/transformation.html> Fundamentals <http://www.ecopsych.com/mjcohen22.html> Outcomes<http://www.ecopsych.com/survey.html> Interview<http://www.ecopsych.com/ecopsychologyjournal.html> Research<http://www.ecopsych.com/2004ecoheal.html> Identity<http://www.ecopsych.com/thesisquote6.html> Petition<http://www.ecopsych.com/petition2.html> Articles<http://www.ecopsych.com/2004artnews.html> Book<http://www.ecopsych.com/ksanity.html> Film<http://www.imdb.com/title/tt1357054/> NAE<http://www.NaturalAttractionEcology.com> Journal quotes from students who are doing natural attraction activities: Temperature webstring activity: My cold hand felt the warm water as hot, the hot hand as cool. The cold hand felt larger than the hot hand once plunged into the warm water. The cold hand adjusted to the warm more rapidly than did the hot hand. Explanation: We adjust to see as ‘normal’ what we are exposed to for any length of time. If we bond to stories, the warmth of nature will be regarded and sensed falsely. That hand that experienced hot to warm feels smaller, as though the heat has diminished our sensory capacity/sense of self/ fullness of hand, almost severing our sensory abilities. In a hot culture, experiences in nature are perceived as less; anti-climatic. The cool hand adjusted ore quickly to feeling the warmth, indicating that coming from the hot culture takes longer to ‘feel’ and respond accurately; our ability to respond to webstring activity is severely inhibited. The Mind in Nature Activity; Observing the Mimbres design, I think the artist was expressing the human/nature relationship in the context of universal web of life. The bird body has been given more emphasis in terms of size relative to the human presence, symbolizing the animal population is more present/prevalent than human. The design has a map/maze mandala character. The diminishing size of the pattern modules suggest a spiral, the individual pattern units speak to me of the elements and phenomena in nature. They also have the quality of zig-zagging, suggestive of lightening, and of electrical attraction bringing substance into being. The three tiny shapes, possibly represent crops, cultivation, and culture- products of wo/man’s interactive relationship with nature. The pattern leads outwards through exit threads beyond the circle, which suggests continuity beyond physical boundary (circle) and connection with universal dimensions that feed and transmute into organized physical phenomena – formal differentialities. That the bird and the human are in the centre, suggest that they were formed more recently than the elements, through these webstring attractions from the universe. The human head and the bird facing in the opposite directions suggest to me that the sensory webstring attractions are brought in from all directions, the birds beak, the nouth and the eyes functioning as antenna. The mouths of both are slightly open as though breathing or speaking, and if one follows the line of the mouths, they lead to one of the channels in the pattern modules, beyond and into infinity. This implies the entry of universal energy directly through the breath and out through the voice, as the creative force. The male and female relationship is represented in the phallic shape protruding in toward the bird neck, the same shape is also a recess accentuated by the white line around the phallic protrusion, suggesting the female and procreative unity of the two. The position of the feet, clearly shows them as senders and receivers of energy/life force positioned as they are – one directly in the path of the flow to the universe, the other at the base of the cultural products ie one towards spirit, the other towards material. The eyes are powerful carriers of information: one is a mandorla, almond shape with a dot which reminds me of a seed, the other a circle with a dot, which denotes the relationship between tiny beginnings and the never-ending universe. The two open eyes are in line with eachother, as though binding the two heads together suggestive of connection and relationship in alert awareness of the vast oscilating matrix. The predominant use of black and white contrast symbolizes light and dark, night and day and non dualism, harmony of opposites, positive and negative attractions. The circle form denotes harmony, sun/day/completion; all/nothing. The openings from each zig-zag pattern module, if followed beyond the perimeter of the circle, flow outwards like rays of the sun. The spiral that is suggested in the decreasing pattern modules, represent timelessness, balance, growth, evolution and cosmic cycles. (The more I look at this design the more I see, or read and know that there is more to be gathered from it, my response so far I feel it not complete! But must proceed to the rest of the assignment) To summarise- all the shapes and patterns in the design are composed to create movement and rhythm that connect, creating a powerful map of the origin, relationship and balance of universal phenomena. Overall, the design effectively captures the manifestation of universal energy through web attractions. Activity When I did the activity after seeking permission in the natural garden and replaced the bird with webstring attractions, I felt the sensation of the attraction entering at the neck, down the spine and into extremities of my hands and feet. I had a sense of completing a cycle, of utter belonging, connecting human into the web of life matrix. The birdsong, river sounds, gravity breeze and air were attractions that I worked with and all created such a powerful interception. The activity gave me further insights about the Mimbres design as experience, not illustration- it took on a new meaning through the activity. I knew how the creator of the design felt, and how they evolved their depiction. It reminded me of how artists are seers and translators of universal messages into the physical realm, through the visual language, that creates relationships- it also reminded me that the non-verbal language is far more articulate that the verbal language in communicating the nature of meaningful spatial and temporal relationships that are not expressible in words. In the activity, I felt the webstrings clearly as interwoven and I sensed them not just as connected to me as attractions but instead between other phenomena, I sensed the attraction between the tree and the breeze, between its neighbour tree’s leaf, between the bird and its perch, between its song and the fruit, and many more. The button: As I did not venture from home this week, I was in contact with only three people. I showed them the design and asked how they felt about it. All of them identified the theme of unity of human/nature relationship and that the colours symbolized the elements in the universe. One noticed that brown occurs more than the others representing the importance of the earth. The circle had planetary significance they are attracted to it but they found it had characteristics of a caricature. The person with a more logical mind said they found the design unbalanced, and unharmonious and were not attracted to it. An elder found it quite intruiging, as it was something they would not normally look at. Rationale: and addressing our denial and addiction, enabling us to act to benefit humanity. 1. Nature is a unifying attraction process that self-organizes, preserves and regenerates itself to produce an optimum of life… 3. When we provide material, social or financial rewards for nature-disconnecting stories and technologies, we become psychologically bonded to them and compliant in creating destruction through reinforcing the rift between human activity and nature. Consequently personal, ecological and spiritual crises ensue, as a matter of course. 8. Because we are nature’s renegades, to reconnect with nature, relationships must be entered by gaining consent and measured by their long-term effects on local and global community life in balance. 9. A person can learn to trust and use these nature-connected experiences for guidance/direction in helping to produce unity and balance. 1. Webstrings are power; they generate power, Humans are weak and anti/against life without their connection. Unattractive (negative) situations created by humans are simply anti-nature. They will not/cannot be accommodated/repeated/emulated in a life bound to nature. My trust in nature was once again strengthened commensurate with growing recognition of web of life attractions. This activity expanded me, in the sense of identifying my body as soluble in the great movement of life. It developed my ability to move within the web and get to know my nature family better. When we actively contemplate the webstrings upon which our existence depends, we enter into agreement with them, and receive rich sensory awareness of relationship as multiplicitous and the revelation that our relationships are not our own, but exted to that which exists between others. I went to sleep recalling the sensation I was granted during the activity and woke up with nature inside me, more conscious of myself as an extension of her as I began the day. Even tea making was a Gift of Nature, I felt so grateful and vow to make the best possible use of my nature- granted ability to breathe. I gave a vacation project to my students involving nature connect activities, I recently received some insightful accounts of what they have learned by email, which have given me an idea to work with them as themes for course project material. They naturally applied what they observed in nature to gain self-knowledge, without specific instruction to do same. I have once again been astounded by the depth and intensity of their responses- which I shall incorporate into developmental class work. I have learned much more about these activities by teaching them. The implications on creative education for sustainable development are vast and exciting. To be rich is to avail ourselves to Nature. We are rewarded greatly. ^^^ The temperature-websting activity. As being part of nature and understanding that there are many connections/attractions, I understand the balance and the attraction/sensations of hot/cold to warm and the opposite feeling to balance. You constantly root us in our knowing through nature. Thi9s is a basic concept to understanding balance and how we perceive it. Since we balance with nature our bonds to the environment and relationships tend to be our need to balance. During the nature activity the image showed me a connection between a man and a bird with all of the surrounding elements or webstrings in common and/or as balance. Our society had forgotten This is the attraction of ancestral connection Judy translates for us too or unlearned this bond and the need that nature and people have for each other to live. During the “Mimbres pottery Design”, color back page activity: I entered my garden area and asked permission for sharing and assistance in learning. After this being granted the area focused in on my main attraction of the pond. The foliage briefly set acknowledgement and welcome while the pond sent light and shadows, water sounds and a general gravitation toward the side of the pond lined with rocks. The sounds of water on the rocks, lets me know that although people need nature and nature needs people—water needs rocks and rocks need water—webstring connections and needs. There are many parts to nature of which we are one. The human body, with healing can survive without a “foot”. The body does best with 2 feet but one can be lived with somewhat differently. Nature can survive without a part although survival is better with all parts but can survive and live. Living is the total purpose and learning to live with nature is ours. Evolution is the balance of nature. If we do not assist in the balance with us then it is all possible that balance will extinguish humans or at least start over. The attractions that brought joy during this activity were light sounds of water, depth of blue color, smell of pond water-dirt and fish, air encompassing, warm with shill oneness with feel of dirt and rocks under feet, openness of sky/clouds the overall feeling of welcome, acceptance, trust, unconditional. The attractions that guided mud on one side of pond redirected to less muddy side attraction. Darkness directed toward light, quiet toward water sounds. I could go on for hours naming attractions. There are so many, Just the energy from one single blade of grass, to the revamping of life from a fallen branch. Sometimes there is so much at one time all that can happen is exist and breath, until the stillness is broken by an attraction that teaches.There is boundless love between these words, that create universal ripples, I am blessed to be picking up the reverberations of your loving nature connection. I replaced the bird on the pottery with the water symbol of waves. Mankind and water have need for each other and are attracted to each other and have bond. I have not left the property for 5 days Bliss I can totally connect with this- I have also managed 5 days out of human circulation. so I have not worn my pen out in public. It will be noticed for “dress” and “symbol” is part of the dress code at my work/school. I suspect that if asked and are told the connection between mankind and nature that the subject will be dropped by the seeker unless I push the issue. Since nature is not important to society the subject will not be important to them. it might be seen as purely decorative and judged in terms of personal taste. But this reaction is simply a reflection of the brainwashing and diminished curiosity and lithargy resulting from immersion in hot water!! For an extensive collection of Journal quotes from students doing natural attraction activities: Visit http://www.ecopsych.com/survey.html .................................................................................. Achieve a Degree or Certificate to strengthen your professional interests, or your hobbies or pastimes, by connecting them with nature. Implement your strongest hopes as you increase personal and global well being. Topics, subjects or leisure pursuits can include those listed below or other areas of interest: |
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