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Walden: Or, Life In The Woods
01 Jun 1958-
TL;DR: In this classic of American literature, Thoreau gives an account of his two years experience of the'simple life' in the woods, telling how he sought and found material and spiritual sustenance in the solitude of the cabin which he built for himself on the shore of Walden Pond, near Concord, Massachusetts as mentioned in this paper.
Abstract: In this classic of American literature, Thoreau gives an account of his two years experience of the 'simple life' in the woods, telling how he sought and found material and spiritual sustenance in the solitude of the cabin which he built for himself on the shore of Walden Pond, near Concord, Massachusetts.
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TL;DR: For example, this article found that exposure to nature increased connectedness to nature, attentional capacity, positive emotions, and ability to reflect on a life problem; these effects are more dramatic for actual nature than for virtual nature.
Abstract: Three studies examine the effects of exposure to nature on positive affect and ability to reflect on a life problem. Participants spent 15 min walking in a natural setting (Studies 1, 2, & 3), an urban setting (Study 1), or watching videos of natural and urban settings (Studies 2 & 3). In all three studies, exposure to nature increased connectedness to nature, attentional capacity, positive emotions, and ability to reflect on a life problem; these effects are more dramatic for actual nature than for virtual nature. Mediational analyses indicate that the positive effects of exposure to nature are partially mediated by increases in connectedness to nature and are not mediated by increases in attentional capacity. The discussion focuses on the mechanisms that underlie the exposure to nature/well-being effects.
879 citations
TL;DR: A review of the emerging literature on sustainable degrowth can be found in this article, where Hueting, d'Alessandro, van den Bergh, Kerschner, Spangenberg and Alcott discuss whether current growth patterns are (un)sustainable and offer different perspectives on what degrowth might mean, and whether and under what conditions it might be desirable.
732 citations
TL;DR: In the 21st century, therapeutic lifestyles may need to be a central focus of mental, medical, and public health and the many implications of contemporary lifestyles and TLCs for individuals, society, and health professionals are explored.
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545 citations
TL;DR: In this article, the authors develop certain theoretical components of such a culture and consider ongoing research concerned with belongingness to different geographical entities including the world as a whole, and present their own empirical research findings.
Abstract: This paper is concerned with whether a culture of cosmopolitanism is currently emerging out of massively wide-ranging global processes. The authors develop certain theoretical components of such a culture they consider ongoing research concerned with belongingness to different geographical entities including the world as a whole, and they present their own empirical research findings. From their media research they show that there is something that could be called a banal globalism. From focus group research they show that there is a wide awareness of the global but they this is combined in complex ways with notions of the local and grounded and from media interviews they demonstrate that there is a reflexive awareness of a cultures of the cosmopolitan. On the basis of their data from the UK, they conclude that a publicly screened cosmopolitan culture is emergent and likely to orehestrate much of social and political life in future decades.
290 citations
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TL;DR: In this paper, the authors define presence as a state of alert awareness, receptivity, and connectedness to the mental, emotional and physical workings of both the individual and the group in the context of their learning enviroments, and the ability to respond with a considered and compassionate best next step.
Abstract: This article articulates a theory of ‘presence’ in teaching and seeks to establish a theoretical foundation for presence that can serve as a platform for further research. It seeks to address the current educational climate that sees teaching as a check list of behaviors, dispositions, measures, and standards, and to articulate the essential but elusive aspect of teaching we call presence. Presence is defined as a state of alert awareness, receptivity, and connectedness to the mental, emotional, and physical workings of both the individual and the group in the context of their learning enviroments, and the ability to respond with a considered and compassionate best next step. The article is divided into four sections and explores existing conceptions of presence: presence as self-awareness, presence as connection to students, and presence as connection to subject matter and pedagogical knowledge. Within each section the role that context plays in a teacher’s ability to be present is also explored. The authors draw upon papers and stories from student teachers, interview data from children and experienced teachers, and stories from a study group of experienced educators that explored the notion of presence on three different occasions. They conclude by connecting presence to the essential purpose of teaching and learning, the creation of a democratic society.
287 citations