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Proquest Dissertations Relationships Between Spontaneous Giving, Transformative Learning and the Deepening of Ecological Consciousness in a Case Study of the Superheroes by Aliza Weller Submitted in partial fulfillment of the requirements for the degree of Master of Environmental Studies at Dalhousie University Halifax, Nova Scotia December 2007 © Copyright by Aliza Weller, 2007 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-39148-8 Our file Notre reference ISBN: 978-0-494-39148-8 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non­ sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. reproduced without the author's permission. In compliance with the Canadian Conformement a la loi canadienne Privacy Act some supporting sur la protection de la vie privee, forms may have been removed quelques formulaires secondaires from this thesis. ont ete enleves de cette these. While these forms may be included Bien que ces formulaires in the document page count, aient inclus dans la pagination, their removal does not represent il n'y aura aucun contenu manquant. any loss of content from the thesis. Canada DALHOUSIE UNIVERSITY To comply with the Canadian Privacy Act the National Library of Canada has requested that the following pages be removed from this copy of the thesis: Preliminary Pages Examiners Signature Page (pii) Dalhousie Library Copyright Agreement (piii) Appendices Copyright Releases (if applicable) Table of Contents List of Tables ix Abstract x Acknowledgements xi CHAPTER 1: Introduction 1 CHAPTER 2: Literature Review 8 I Ecological Consciousness 8 Awareness and Action: a Feedback Loop within Living Systems Theory 11 Ecologically Conscientious Action: Refraining Stories 20 Synthesis of the Ecological Consciousness Concept 22 II Transformative Learning Experiences 23 What is a Transformative Learning Experience and How is it Facilitated? 24 Group Education and Transformative Learning Experiences 28 Roots of Transformative Learning in Educational Theory and Service Learning 29 Group Transformative Learning and Systems Theory 30 Recognizing Collective Denial of Collective Impacts on the Environment 32 Transformative Learning Experiences and the Deepening of Ecological Consciousness 34 Co-Creation through Storytelling and Sharing Worldviews 35 Sense of Place: Nature Experiences That Contribute to Human-Nature Co-Creation.. 38 Synthesis of the Transformative Learning Concept 42 III Spontaneous Giving 43 Distinguishing Between Spontaneous Giving and Volunteering 44 Comparing Spontaneous Giving to Western Gift Theory 46 Contrasting Aboriginal Concepts of Giving 48 iv Spontaneous Giving within "Gift Economies" 51 Synthesis of the Spontaneous Giving Concept 54 IV Connections between Spontaneous Giving and the Deepening of Ecological Consciousness 56 Intercoiinectedness and Metanarrative as Linking Themes 57 CHAPTER 3: Methodology 61 I Participants 62 Invitation to Participate in Study 62 Group Composition and Levels of Participation 63 II Methodological Approaches 65 Grounded Theory and Mixed Methods 65 Participant Observation 65 Narrative Interviews 66 Photography 69 III Procedures 71 Logistics 71 Informed Consent 72 IV Data Analysis 72 Narrative Approach 72 Trustworthiness: Triangulation and the Iterative Process 75 V Limitations 78 Group Interviews 78 Flexibility 79 Point of View 80 CHAPTER 4: Ethnography 84 v I Overview of Ride 84 Participants 84 Overview of Service Projects and Activities 85 II Superhero Culture 87 Chore Schedule 88 Daily Rituals 89 Transitional Rituals 92 A Typical Day 96 Ongoing Group Bonding and Co-Creative Acculturation 100 III Focus Story 102 Consensus Meeting on the Ridge of Capard 102 CHAPTER 5: Findings 107 I Findings for Research Questions 107 Question 1. What are the Superheroes' experiences of what they define to be "spontaneous giving," "ecological consciousness" and "transformative learning experiences?" 107 Descriptions of Spontaneous Giving and Stories of Related Experiences 108 Transformative Learning in the Context of Giving and Cycling and its Relationship to the Deepening of Ecological Consciousness 120 Examples of Transformative Learning Stories and Connections to the Deepening of Ecological Consciousness 125 Question 2. If the Superheroes perceive a connection between their experiences of spontaneous giving, ecological consciousness and transformative learning, then how do they express this perception? 140 The Interconnectedness of All Things 141 Altruism in Nature 143 Buddhist Philosophy 145 Peace and Nonviolence: Gandhi's Teachings of Being the Change You vi Wish to See in the World 146 Sacred Texts, Spiritual Teachings and Mystical Stories 148 Question 3. If the Superheroes promote spontaneous giving, ecological consciousness and transformative learning experiences, then how do they do this?.. 150 Planting Seeds of Possibility 150 Love Bombs: Making Optimism Cool 153 Mythmaking 154 Holding Space: Inclusiveness 157 Choosing Between Love and Fear 159 Staying Connected 161 II Findings for the Central Thesis Question..... 162 Central Thesis Question: Can spontaneous giving, as defined by the Superheroes, be used as a transformative learning tool to promote ecological consciousness? 162 "It Depends": Culture, Storytelling and Worldview 162 Cultural Conditions for the Deepening of Ecological Consciousness 163 Storytelling 166 Worldview 169 CHAPTER 6: Discussion 175 I Meaning of the Superhero Experience 179 Co-Creative Refraining of Stories and Culture 179 The Dynamics of Spontaneous Giving 191 II Implications for Environmental Education 194 CHAPTER 7: Conclusion 199 Bibliography 203 Appendix A - Interview Guide 211 vii Appendix B - Interview Consent Form 220 Appendix C - Participant Observation Consent Form 227 Appendix D - Superhero Materials 232 Superhero Badges (given during Superhero Recognition ceremonies) 232 Superhero Postcards 233 Superhero Start-Up Kit 234 "Kapow!" 246 Superhero Maps 265 Blazing Echidna's Call 272 Blazing Echidna Naming 275 Appendix E - The Golden Rule in Thirteen Sacred Texts 276 viu List of Tables Table 1: Ireland Superhero Ride Overview 86 IX Abstract Mainstream education often represents environmental and social problems as unconnected, neither fostering critical understanding of complex interrelationships, nor encouraging socially and environmentally responsible behaviour. Transformative learning addresses this by empowering people to adopt behaviors that reflect integrative social-environmental concern (O'Sullivan 1999). Since giving-oriented cultures often emphasize ecological consciousness (Vaughan 2007), this thesis seeks to substantiate a transformative learning relationship between "spontaneous giving" and the deepening of ecological consciousness. The case study combines participant observation in Ireland, in- depth, open-ended interviews, a narrative analysis of participant storytelling and an iterative process to construct spontaneous giving theory, a place-based, experiential learning theory of selfless giving. I find that within a cultural context that supports spontaneity and personal growth, spontaneous giving can be used as a transformative learning tool to deepen intellectual, emotional and behavioral understandings of interconnectedness (described by living systems theory) and of the equality of all beings (described by deep ecology). x Acknowledgements I am grateful to all Superheroes everywhere for their generosity, openness, supportiveness, wisdom, inspiration and light. Awooooga! Especially, thank-you to the participants of the Ireland Haul of Justice: BE for your vision and your healing, Yikes for your courage, Green Geek for your splendor and humility, Pip for being real, Wooly Wonder for your gentle care, Zazzie for your broad view and openness, HugMan for your amazing, inspiring work, Tiger Lilly for your grace, Love Ninja for your wisdom, Free Radical for your sense of adventure, Super Zero for your compassion, Bobananda for your humour, Desert Queen for your support, Alfred for your intelligence, Somebody for your sense of wonder, Believo for being grounded, and to the one who didn't want his name included here, thank-you for our deep conversations. Go raibh mile maith agatl "A thousand thanks" also to the people I met in Ireland who shared their lives with me. Many thanks go to my co-supervisors, Dr. Fay Cohen and Dr. Alan Warner for each showing me your gentle
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