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- Creators: Division of Teacher Preparation
- Creators: Afinowich, Robin
This project consisted of creating at-home lesson plan activities for middle school sixth-grade students centered around environmental education topics. The lesson plan activities were informal for students to do at home by themselves or alongside their parents. I focused on Environmental Education topics such as awareness, animal and plant life so that students can learn more about the environments that surround them. Environmental Education invites students to look closer at the environment surrounding them while also helping them develop a sense of place and respect for their environment. My lesson plan activities encouraged students to go outside and learn more about their surroundings, developing an awareness and an appreciation for their natural setting. After implementing the lessons, I surveyed the students on the following 1) engagement: was the activity enjoyable 2) knowledge: what did you learn? and 3) the ease of the activity directions: what challenges did they face. After collecting the surveys, I analyzed them to see what went well, and changes I would make to future activities.
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.