Sattman-Frese, Werner

Sustainable living for a sustainable earth.

From an education for sustainable development towards an education for sustainable living.

Sydney /AUS

2005

Dissertation; University of Western Sydney.

This research project responds to the observation of radical ecologists and ecopsychologists that our present approaches to environmental change are widely limited to technological, behavioural and cognitive strategies, and lack a deep understanding of the complex psychological and sociocultural interrelationships that underpin human perception and behaviour. To gain a deepened understanding of our ecological crises from depth psychological, holistic, and transpersonal perspectives, a number of counsellors, psychotherapists, naturopaths, and one environmental educator were either interviewed or completed questionnaires that explored the meaning of the terms ′environment′ and ′sustainability′. They were also invited to express their views on environmental deterioration and what it means to them to live sustainably. The knowledge obtained from the research participants, an extensive literature review, and my professional experience as a psychotherapist, workshop facilitator and trainer, suggest that the current dominant theories and practices of environmental education, and other change practices, are limited in their effectiveness. The study proceeds with a discussion of key issues related to the ecological approach proposed in this study; and of emergent areas such as environmental education, education for sustainability, deep ecology and ecofeminism. A critique focuses particularly on the common assumption of conventional learning paradigms that deep change can be achieved without addressing emotional resistance to such change. By using the work of the Resilience Alliance, ″a multidisciplinary research group that explores the dynamics of complex adaptive as a reference point it is argued that our need to compensate for our fragmented selves leads to significant resistances to changes in consciousness. The study concludes with a summary of the main findings and thoughts on possible sustainable and unsustainable futures.

CONTENTS

LIST OF TABLES

LIST OF FIGURES

ABSTRACT

INTRODUCTION: THE NEED FOR THIS STUDY

CHAPTER 1 THE PROJECT
1.1 MAKING SENSE OF OUR ECOLOGICAL CRISES
1.2 AIMS AND RESEARCH QUESTIONS
1.3 LIMITATIONS OF THIS STUDY
1.4 METHODOLOGY
1.5 TOWARDS AN ALTERNATIVE APPROACH
1.6 RESEARCH APPROACHES EMPLOYED IN THIS STUDY
1.7 RESEARCH METHODS
1.8 PHILOSOPHICAL BACKGROUND
1.9 PSYCHOLOGICAL BACKGROUND

CHAPTER 2 RESEARCH DATA
2.1 QUESTION 1: WHAT DO PEOPLE ASSOCIATE WITH THE NOTION OF ENVIRONMENT?
2.2 QUESTION 2: WHAT DO PEOPLE ASSOCIATE WITH THE NOTION OF HARMING THE ENVIRONMENT?
2.3 QUESTION 3: WHAT ARE THE CONNECTIONS BETWEENS PEOPLE′S FEELINGS, EMOTIONS, AND THEIR BEHAVIOUR TOWARDS THE ENVIRONMENT?
2.4 QUESTION 4: HOW HAVE PEOPLE LEARNED ABOUT THE DETERIORATION OF THE ENVIRONMENT AND WHAT HAS INFLUENCED THEM TO CHANGE THEIR PERCEPTION OF AND BEHAVIOUR TOWARDS THE ENVIRONMENT?
2.5 QUESTION 5: WHAT DO PEOPLE ASSOCIATE WITH THE NOTIONS OF SUSTAINABILITY AND SUSTAINABLE LIVING, AND WHICH EXPERIENCES, IF ANY, HAVE ENHANCED THEIR ABILITY TO LIVE SUSTAINABLY?
2.6 DATA ANALYSIS

CHAPTER 3 NOTIONS ON CONSCIOUSNESS AND SELF
3.1 NOTIONS ON CONSCIOUSNESS
3.2 NOTIONS OF ′SELF′
3.3 ASPECTS OF EGO-SELF CONSCIOUSNESS

CHAPTER 4 MANIPULATED ECO-SELF CONSCIOUSNESS (STAGE ONE)
4.1 4.1 PROBLEMS WITH DISTINGUISHING BETWEEN BEHAVIOURIST AND COGNITIVE PSYCHOLOGY
4.2 THE NATURE OF MANIPULATED ECO-SELF CONSCIOUSNESS
4.3 BEHAVIOURAL TECHNOLOGIES USED TO FOSTER SUSTAINABLE BEHAVIOUR
4.4 BENEFITS OF BEHAVIOURIST INTERVENTIONS

CHAPTER 5 LEARNED ECO-SELF CONSCIOUSNESS (STAGE TWO)
5.1 COGNITIVE PSYCHOLOGY
5.2 LEARNING ECO-SELF CONSCIOUSNESS
5.3 BENEFITS OF AN APPROACH BASED ON COGNITION AND LEARNING

CHAPTER 6 PARTICIPATORY ECO-SELF CONSCIOUSNESS (STAGE THREE)
6.1 EDUCATION FOR SUSTAINABILITY (EFS)
6.2 THE NOTION OF PARTICIPATORY ECO-SELF CONSCIOUSNESS
6.3 BENEFITS OF EDUCATION FOR SUSTAINABILITY
6.4 EDUCATION FOR SUSTAINABLE DEVELOPMENT

CHAPTER 7 DEEP ECO-CONSCIOUSNESS (STAGE FOUR)
7.1 INTRODUCTION
7.2 KEY CONCEPTS OF DEPTH PSYCHOLOGY
7.3 FROM A FREUDIAN TO A REICHIAN SELF-CONCEPT
7.4 OUR SEARCH FOR EMOTIONAL IDENTITY, HAPPINESS, FREEDOM AND BELONGING
7.5 A DEFENCE MECHANISM PERSPECTIVE OF ECOLOGICAL CRISES
7.6 AN OBJECT RELATIONS AND CHARACTER STRUCTURE APPROACH TO ECOLOGICAL PSYCHOLOGY
7.7 ECOLOGICAL CRISES AND THE ORAL-EXPLOITING CONDITION
7.8 ECOLOGICAL CRISES AND THE NARCISSISTIC-SHAMING CONDITION

CHAPTER 8 HOLISTIC ECO-SELF CONSCIOUSNESS (STAGE FIVE)
8.1 EPISTEMOLOGY
8.2 METAPHORS OF UNSUSTAINABLE LIVING
8.3 THE SEPARATION METAPHOR
8.4 THE POLLUTION/WASTE METAPHOR
8.5 THE GROWTH/EXCESS METAPHOR
8.6 THE EXHAUSTION METAPHOR

CHAPTER 9 PERSON-PLANET UNITY CONSCIOUSNESS (STAGE 6)
9.1 SIX PERSON-PLANET UNITY EXPERIENCES
9.2 ISSUES OF TRANSPERSONAL PSYCHOLOGY
9.3 TRAUMAS AND LOSS OF PERSON-PLANET UNITY
9.4 COSMIC CONSCIOUSNESS
9.5 PERSON-PLANET UNITY AND ENERGY
9.6 REDEFINING OBJECT RELATIONS THEORY
9.7 THE SCHIZOID-REJECTING CONDITION AND THE NATURAL ENVIRONMENT
9.8 THE SCHIZOID CONDITION AND TERRORISM

CHAPTER 10 PLACING THE SIX-STAGE MODEL IN LARGER FRAMEWORKS
10.1 LINEAR AND CIRCULAR MODELS OF CONSCIOUSNESS TRANSFORMATION
10.2 FROM EDUCATION TOWARDS CHANGE TOWARDS AN ENABLING OF SUSTAINABLE LIVING
10.3 DEEP AND SHALLOW CHANGE
10.4 LIMITATIONS OF APPROACHES TO CHANGE BASED ON BEHAVIOURIST PSYCHOLOGY
10.5 LIMITATIONS OF A COGNITIVE APPROACH TO ENVIRONMENTAL CHANGE
10.6 DEPTH PSYCHOLOGY AND POSTMODERN ENVIRONMENTAL EDUCATION
10.7 CRITIQUE OF ASPECTS OF CONSTRUCTIVE POSTMODERNISM
10.8 ECOLOGICAL PSYCHOTHERAPIES

CHAPTER 11 FROM SUSTAINABLE DEVELOPMENT TO SUSTAINABLE LIVING
11.1 SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT
11.2 ASPECTS OF SUSTAINABLE LIVING
11.3 SUSTAINABILITY INDICATORS

CHAPTER 12 EDUCATION FOR SUSTAINABLE LIVING
12.1 ECOLOGICAL APPROACHES UNDERPINNING ESL
12.2 OBJECTIVES OF EDUCATION FOR SUSTAINABLE LIVING
12.3 FEATURES OF ESL
12.4 SUSTAINABILITY POLICIES AND ′SUSTAINOLOGY′

CHAPTER 13 SUMMARY AND CONCLUSION

REFERENCES

↑ http://researchdirect.uws.edu.au/islandora/object/uws%3A3712/datastream/PDF/view

29.03.2018