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Using case studies focused on creating sustainability education materials, this dissertation develops knowledge related to three interconnected areas of study that will contribute to redesigning higher education through participatory action research methodology. First, higher education has a civic responsibility to provide new ways of thinking, being, and doing globally and providing more access to education to broader society, especially through public research institutions. Second, with a vast array of available learning materials, higher education should invest in elegantly-designed experiences consisting of well-reasoned, meticulously-curated, and high-quality content that is aesthetically appealing, engaging, and accessible to a broad audience. Third, as universities transition from the gatekeepers of knowledge to the connectors of knowledge, they also need to ensure that a coherent mission is articulated and invested in by stakeholders to create an intentionally beneficial transformational effort. The transformation of higher education toward a more inclusive learning environment through new ways of thinking and elegantly-designed learning experiences will serve to improve our learning institutions. As part of the necessary core for an educated democracy, higher education institutions must strive to create a more equitable, inclusive, and diverse society.
While external or outer interventions can support a transition to a sustainable future,
internal or inner developments should also be highly valued. For this dissertation, I define
sustainability as the ability of any individual, community or country to meet their needs
and live happily without compromising the ability of other individuals, communities,
countries and future generations to meet their needs and live happily. Framed this way, a
sustainable and happy life should focus on both outer and inner development, the latter
largely unconsidered in sustainability science and scholarship.
I propose that emphasizing spiritual wellbeing and spiritual practices can support
individuals and communities to act with mindfulness, awareness, compassion,
connection, and love, transitioning to a more sustainable existence. This dissertation
consists of three studies: (1) the development of a theoretical framework identifying
spirituality as the missing link between sustainability and happiness, (2) an empirical
pilot study testing the theoretical framework via contemplative practices in a
sustainability classroom, and (3) an autoethnography exploring my inner development
and transformation as a sustainability and spirituality researcher over the past four years.
The theoretical framework found and posits, based on existing literature, that
spirituality indeed may be the missing link between an unsustainable existence and a
sustainably and happy future. Results from the empirical study suggest that a focus on
spirituality leads students to develop inner traits necessary for sustainable behavior and a
deeper understanding of sustainability. My autoethnography demonstrates the spiritual
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transformation possible from integrating spiritual well-being and intellect, while striving
to embody sustainability as a spiritual journey. My research supports further studies and a
greater understanding of the importance of spiritual well-being to sustainability and the
incorporation of contemplative practices in sustainability classrooms. Finally, I hope this
dissertation will (1) inspire sustainability scientists, researchers, and students to integrate
spiritual well-being as an important part of their lives and work, and (2) encourage deeper
conversations about the radical inner shift we need to achieve lasting sustainability for all
beings.
ature, teacher/student, formal
on-formal education) to reimagine education as a multidirectional process of learning as worlding and becoming-with Earth (Haraway, 2016a). It explores what matters in education and how it comes to matter.
This dissertation introduces the concept of storyworlding to describe what occurs when multispecies, multi-mattered assemblages (re)write Earth’s narratives through their relationships with one another. Taking its inspiration from the work of the Common Worlds Research Collective, Donna Haraway, and Isabelle Stengers, storyworlding acknowledges that the relationships between and among all biotic and abiotic forces on Earth make stories through their interactions, and these stories make a pluriverse of worlds.
The study is structured as a natureculture (Haraway, 2003) ethnography. This innovation on ethnography, a traditionally human-centered method, focuses on agential, multispecies/ multi-mattered assemblages rather than the description of human culture. Data is not generated and then labeled as fixed in this study. It is emergent in its assemblages as a co-narrator in sympoietic storyworlding (Haraway, 2016b).
Data generation took place over 6 months in a small, coffee-producing region of Southeastern Brazil. Data generation methods included walking conversations with children and the more-than-human world, participation in a multi-grade, one-room schoolhouse, and the collection of visual and audio data such as drawings, photographs, videos, and audio recordings.
Using an intentionally slow, messy, and fluid diffractive analysis, I follow the data where it leads as I think with the concept of storyworlding (Barad, 2007; Mazzei, 2014). Drawing inspiration from Donna Haraway, Isabelle Stengers, and Iveta Silova, the dissertation concludes with an Epilogue of speculative fabulation (SF) imaginings through which I invite the reader to engage in the thought experiment of reimagining not only what matters in education, but what education, itself, is.
Given the experimental results, it is expected that crustal delivery of bio-essential trace metals (such as Mo) from sulfide weathering was active even prior to the oxygenation of Earth’s atmosphere. Mo is a key metal for biological N2 fixation and its ancient use is evidenced by N isotopes in ancient sedimentary rocks. However, it is typically thought that Mo was too low to be effectively bioavailable early in Earth’s history, given the low abundances of Mo found in ancient sediments. To reconcile these observations, a computational model was built that leverages isotopic constraints to calculate the range of seawater concentrations possible in ancient oceans. Under several scenarios, bioavailable concentrations of seawater Mo were attainable and compatible with the geologic record. These results imply that Mo may not have been limiting for early metabolisms.
Titanium (Ti) isotopes were recently proposed to trace the evolution of the ancient continental crust, and have the potential to trace the distribution of other trace metals during magmatic differentiation. However, significant work remains to understand fully Ti isotope fractionation during crust formation. To calibrate this proxy, I carried out the first direct measurement of mineral-melt fractionation factors for Ti isotopes in Kilauea Iki lava lake and built a multi-variate fractionation law for Ti isotopes during magmatic differentiation. This study allows more accurate forward-modeling of isotope fractionation during crust differentiation, which can now be paired with weathering models and ocean mass balance to further reconstruct the composition of Earth’s early continental crust, atmosphere, and oceans.
Phosphorus (P) is a limiting nutrient in ecosystems and is mainly used as fertilizer to grow food. The demand for P is increasing due to the need for increased food supply to support a growing population. However, P is obtained from phosphate rock, a finite resource that takes millions of years to form. These phosphate rock deposits are found in only a few countries. This uneven distribution of phosphate rock leads to a potential imbalance in socio-economic systems, generating food security pressure due to unaffordability of P fertilizer. Thus, the first P-sustainability concern is a stable supply of affordable P fertilizer for agriculture. In addition, improper management of P from field to fork leaves an open end in the global P cycle that results in widespread water pollution. This eutrophication leads to toxic algal blooms and hypoxic “dead zones”. Thus, the second P-sustainability concern involves P pollution from agriculture and cities. This thesis focuses on P flows in a city (Macau as a case study) and on potential strategies for improvements of sustainable P management in city and agriculture. Chapter 2 showed a P-substance-flow analysis for Macau from 1998-2016. Macau is a city with a unique economy build on tourism. The major P flows into Macau were from food, detergent, and sand (for land reclamation). P recovery from wastewater treatment could enhance Macau’s overall P sustainability if the recovered P could be directed towards replacing mined P used to produce food. Chapters 3 and 4 tested a combination of P sustainability management tactics including recycling P from cities and enhancing P-use efficiency (PUE) in agriculture. Algae and biosolids were used as recycled-P fertilizers, and genetically transformed lettuce was used as the a PUE-enhanced crop. This P sustainable system was compared to the conventional agricultural system using commercial fertilizer and the wild type lettuce. Chapters 3 and 4 showed that trying to combine a PUE-enhancement strategy with P recycling did not work well, although organic fertilizers like algae and biosolids may be more beneficial as part of longer-term agricultural practices. This would be a good area for future research.