The aim of this dissertation is to discuss how symbiotic relationships carve out the human niche in both the natural and artificial settings of our world. The human niche is naturally one of interdependence. However, as our society operates within the realm of the artificial, the human niche has been redirected to become one of independence instead of interdependence. My argument is that as we trade our natural niche for an artificial one, we lose touch with our sense of self as being humans created to exist in the natural world. In the context of curriculum studies, I discuss the relationship of the human niche and human psyche to nature and technology and the educational settings that work to catalyze our understanding of how we work and live in these arenas. Interdependence and how the human niche is formed through the process of symbiosis is taken into consideration along with an assessment of the irony behind the traditional, yet contradictory approach to studying life, studying the dead, and the ethics of such biological curriculum. Technology and its co-evolution with the human species is also examined. Discussing this history is important because it helps us comprehend where humans as a technological species originated in order that we may better understand the relationships we have with the technology of the present and where these relationships are headed as we look toward the technology of the future. Symbiosis between technology and the human species has pushed us into a post-human condition so that what we consider to be a natural state of existence no longer lines up with what we study in biology classrooms as being natural. With the symbiotic relationship we have with technology redefining the existence of the natural human we have to some degree lost touch with our niche in the biological world. My final argument is that we need to create an eco-curriculum delivered through an ecopedagogical approach in order to help our students think critically and see relatedness between what they are expected to know and their lived experiences within the realms of the natural and artificial.
","abstract_html":"<p>The aim of this dissertation is to discuss how symbiotic relationships carve out the human niche in both the natural and artificial settings of our world. The human niche is naturally one of interdependence. However, as our society operates within the realm of the artificial, the human niche has been redirected to become one of independence instead of interdependence. My argument is that as we trade our natural niche for an artificial one, we lose touch with our sense of self as being humans created to exist in the natural world. In the context of curriculum studies, I discuss the relationship of the human niche and human psyche to nature and technology and the educational settings that work to catalyze our understanding of how we work and live in these arenas. Interdependence and how the human niche is formed through the process of symbiosis is taken into consideration along with an assessment of the irony behind the traditional, yet contradictory approach to studying <em>life,</em> studying the <em>dead</em>, and the ethics of such biological curriculum. Technology and its co-evolution with the human species is also examined. Discussing this history is important because it helps us comprehend where humans as a technological species originated in order that we may better understand the relationships we have with the technology of the present and where these relationships are headed as we look toward the technology of the future. Symbiosis between technology and the human species has pushed us into a post-human condition so that what we consider to be a natural state of existence no longer lines up with what we study in biology classrooms as being natural. With the symbiotic relationship we have with technology redefining the existence of the natural human we have to some degree lost touch with our niche in the biological world. My final argument is that we need to create an eco-curriculum delivered through an ecopedagogical approach in order to help our students think critically and see relatedness between what they are expected to know and their lived experiences within the realms of the natural and artificial.</p>","abstract_has_math":false,"creators":["Wells, Mary R"],"institution":null,"degree_name":"Doctor of Education in Curriculum Studies (Ed.D.)","degree_level":"Dissertation (restricted to Georgia Southern)","degree_discipline":"Department of Curriculum, Foundations, and Reading","degree_department":null,"school":null,"contributors":["John Weaver","Ming Fang He","Michael Mahan"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:28:22Z","subjects":["ETD","curriculum studies","curriculum theory","symbiosis","ecopedagogy","interdependence","technology","Curriculum and Social Inquiry","Other Education","Science and Mathematics Education","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/1276","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["John Weaver","Ming Fang He","Michael Mahan"]},{"key":"dc:creator","label":"Author","values":["Wells, Mary R"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2015-04-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Curriculum, Foundations, and Reading"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (restricted to Georgia Southern)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Curriculum Studies (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","curriculum studies","curriculum theory","symbiosis","ecopedagogy","interdependence","technology","Curriculum and Social Inquiry","Other Education","Science and Mathematics Education","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/1276"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The aim of this dissertation is to discuss how symbiotic relationships carve out the human niche in both the natural and artificial settings of our world. The human niche is naturally one of interdependence. However, as our society operates within the realm of the artificial, the human niche has been redirected to become one of independence instead of interdependence. My argument is that as we trade our natural niche for an artificial one, we lose touch with our sense of self as being humans created to exist in the natural world. In the context of curriculum studies, I discuss the relationship of the human niche and human psyche to nature and technology and the educational settings that work to catalyze our understanding of how we work and live in these arenas. Interdependence and how the human niche is formed through the process of symbiosis is taken into consideration along with an assessment of the irony behind the traditional, yet contradictory approach to studying life, studying the dead, and the ethics of such biological curriculum. Technology and its co-evolution with the human species is also examined. Discussing this history is important because it helps us comprehend where humans as a technological species originated in order that we may better understand the relationships we have with the technology of the present and where these relationships are headed as we look toward the technology of the future. Symbiosis between technology and the human species has pushed us into a post-human condition so that what we consider to be a natural state of existence no longer lines up with what we study in biology classrooms as being natural. With the symbiotic relationship we have with technology redefining the existence of the natural human we have to some degree lost touch with our niche in the biological world. My final argument is that we need to create an eco-curriculum delivered through an ecopedagogical approach in order to help our students think critically and see relatedness between what they are expected to know and their lived experiences within the realms of the natural and artificial.
"]},{"key":"dc:title","label":"Title","values":["Symbiosis and the Human Niche: Understanding Interdependence through Curriculum Studies, Ecopedagogy, and Technological Relationships"]}]}],"canonical_facts":{"dc:contributor":["John Weaver","Ming Fang He","Michael Mahan"],"dc:creator":["Wells, Mary R"],"dc:date.available":["2015-04-15T07:00:00Z"],"dc:description.abstract":["The aim of this dissertation is to discuss how symbiotic relationships carve out the human niche in both the natural and artificial settings of our world. The human niche is naturally one of interdependence. However, as our society operates within the realm of the artificial, the human niche has been redirected to become one of independence instead of interdependence. My argument is that as we trade our natural niche for an artificial one, we lose touch with our sense of self as being humans created to exist in the natural world. In the context of curriculum studies, I discuss the relationship of the human niche and human psyche to nature and technology and the educational settings that work to catalyze our understanding of how we work and live in these arenas. Interdependence and how the human niche is formed through the process of symbiosis is taken into consideration along with an assessment of the irony behind the traditional, yet contradictory approach to studying life, studying the dead, and the ethics of such biological curriculum. Technology and its co-evolution with the human species is also examined. Discussing this history is important because it helps us comprehend where humans as a technological species originated in order that we may better understand the relationships we have with the technology of the present and where these relationships are headed as we look toward the technology of the future. Symbiosis between technology and the human species has pushed us into a post-human condition so that what we consider to be a natural state of existence no longer lines up with what we study in biology classrooms as being natural. With the symbiotic relationship we have with technology redefining the existence of the natural human we have to some degree lost touch with our niche in the biological world. My final argument is that we need to create an eco-curriculum delivered through an ecopedagogical approach in order to help our students think critically and see relatedness between what they are expected to know and their lived experiences within the realms of the natural and artificial.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/1276"],"dc:subject":["ETD","curriculum studies","curriculum theory","symbiosis","ecopedagogy","interdependence","technology","Curriculum and Social Inquiry","Other Education","Science and Mathematics Education","Social and Philosophical Foundations of Education"],"dc:title":["Symbiosis and the Human Niche: Understanding Interdependence through Curriculum Studies, Ecopedagogy, and Technological Relationships"],"thesis:degree_discipline":["Department of Curriculum, Foundations, and Reading"],"thesis:degree_level":["Dissertation (restricted to Georgia Southern)"],"thesis:degree_name":["Doctor of Education in Curriculum Studies (Ed.D.)"]},"updated_at":"2026-07-24T02:28:22Z"}