{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/45916"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/45916","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"Earth-self interconnections: an exploration into the significance for continued global and individual growth","abstract":"The significance of the Earth-Self interconnections for , personal and planetary growth was explored in this inquiry. Because Native Americans are a people who traditionally have been tangibly and consciously aware of Earth-Self interconnectedness, their philosophy that all life is connected was used as an example in examining the Earth-Self interrelationship. This foundation was followed by an elucidation of possible methods of integrating, through experiential and academic means, these interconnections with individual lifestyles and attitudes; and the potential results investigated. Education is perceived as both a formal and informal process. Learning is a process of opening - to other ideas, philosophies, awarenesses - formally in the classroom and informally through multitudes of experiences. Conceptually, Native people believe opening is a process of balancing; what is reflected out, is mirrored back. A balanced individual is the reflection of a balanced earth. It is argued that pollutions and meteorological changes are indicative of the Earth's present imbalance. We mirror that imbalance. As a challenge posed in this thesis, by opening and becoming aware of the Earth-Self interrelationship, can we not rebalance wholistically? This inquiry explores the potential of rebalancing.","abstract_html":"The significance of the Earth-Self interconnections for , personal and planetary growth was explored in this inquiry. Because Native Americans are a people who traditionally have been tangibly and consciously aware of Earth-Self interconnectedness, their philosophy that all life is connected was used as an example in examining the Earth-Self interrelationship. This foundation was followed by an elucidation of possible methods of integrating, through experiential and academic means, these interconnections with individual lifestyles and attitudes; and the potential results investigated. Education is perceived as both a formal and informal process. Learning is a process of opening - to other ideas, philosophies, awarenesses - formally in the classroom and informally through multitudes of experiences. Conceptually, Native people believe opening is a process of balancing; what is reflected out, is mirrored back. A balanced individual is the reflection of a balanced earth. It is argued that pollutions and meteorological changes are indicative of the Earth's present imbalance. We mirror that imbalance. As a challenge posed in this thesis, by opening and becoming aware of the Earth-Self interrelationship, can we not rebalance wholistically? This inquiry explores the potential of rebalancing.","abstract_has_math":false,"creators":["Perantoni, Esther Schwartz"],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Adult and Continuing Education","degree_department":"Adult and Continuing Education","school":null,"contributors":[],"advisors":[],"committee_chairs":["Boucouvalas, Marcie"],"committee_members":["Chalofsky, Neal E.","Depczenski, R. 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