The principal claim of this thesis is that anxiety when understood through the lens of philosophical existentialism is a mood of uneasiness that stems from the objectless possibilities, as opposed to real lived possibilities, entailed by the core conditions of our being. These can include anxiety over conditions such as freedom, mortality, identity, and so on. This anxiety has a self-cultivational aspect in that the reflection it motivates provides insight into the self. This self-cultivation of existential anxiety is key to how philosophers can assist those afflicted with the existential form of eco-anxiety, as opposed to the forms of coping offered by social science research that focus on a practical form of eco-anxiety. I show that previous accounts of eco-anxiety point towards a general understanding of existential eco-anxiety that gives a general basic description of what the phenomena is. My contribution is to give a definition of eco-anxiety that, while related to other forms of existential anxiety, accentuates its connection to past historical approaches to existential anxiety and highlights its foundation as a historically instigated phenomenon. While other definitions of eco-anxiety are not without value for understanding the non-pathological anxiety people often feel in the face of ecological crisis, my argument gives a general account that explains what constitutes existential eco-anxiety regardless of its specific manifestations and provides a framework for how philosophers can assist in self-cultivation. The insight gained from these findings is that philosophers can play a role in providing an ecologically friendly interpretation of different values and worldviews on which the anxious may draw to find new ways of living meaningfully in a rapidly changing world. / Thesis / Master of Philosophy (MA) / The key goal of this research project is to reinterpret eco-anxiety, a mood of uneasiness about our current ecological crisis, from an existential perspective that derives inspiration from accounts of anxiety by philosophers such as Kierkegaard and Heidegger. The contribution of this project is to provide a new way of understanding eco-anxiety. My conclusions depart from historical and contemporary understandings of existential anxiety in comparison to the practical anxiety posited by social science literature. A second contribution of this research is to explain why philosophers can and should assist in the work of helping people learn from eco-anxiety, as philosophers can provide the new ideas people need to interpret the current ecological situation and develop themselves toward a more meaningful life, something that is analogous to the historical idea of philosophy as a discipline that cultivates people.

This thesis investigates how environmental meaning is constructed within families, considered as units of socialisation, and what role family members play in it. Family socialisation is a dynamic moment in which family members interact and generate meanings, values, beliefs and habits. Drawing on theories of the social construction of reality, symbolisation and symbolic interactionism, the thesis examines sustainable symbols and shared beliefs among parents and young adult children, considered relevant both for understanding how the family social group feels towards the environment and for understanding what motivations can be found behind the family's environmental habits. By conducting semi-structured interviews with parents and young adult children, recurring patterns of sustainable meanings and symbols were identified. The results show that the family context is regarded as the first site of environmental awareness and education, where sustainability discourses take the form of open conversations focused on individual behaviour and family values. In these conversation, parents and young adult children cover specific roles that dynamically contribute to the creation of environmental meanings. The thesis is considered relevant in that it creates a solid understanding of both the form that environmental discourse takes within families and the intrinsic motivations that justify this form, so that more conscious environmental communication and education can be developed.

In this autoethnographic journey we aim to redefine sustainability by becoming aware of our current dominant thought paradigm which created the current sustainability issues in the first place. This thesis explores the nuances of growth in consciousness and a transformation in our internal capacities through transformative direct-intuitive practices and tools. We argue that the root of the current sustainability challenges can be seen as an amplification created through our dominant perception of reality. Therefore, a need for an intrinsic transformational shift is fundamental in order to fully act toward sustainability. ‘Sustainability’ is not a state of the world, nor only a pathway to a specific state. In this inquiry, sustainability is perceived as the ability to recognize the paradigmatic premises of the pathway that we are creating and to become aware of the implications of these premises in an effort that we may create more inter-relational, regenerative, fair, beautiful worlds. This includes transforming feelings of eco-anxiety, which we not only see as a symptom of the ‘external’ environmental crisis but also of our current relationship with ourselves.

This thesis aims to construct a theological understanding of hopelessness, as well as to explore what theological resources could be relevant in confronting and handling hopelessness that is endured due to the current day experience of eco-anxiety. Throughout the study hopelessness is viewed as a personal dysphoric state, as well as an individual's part in a collective response to an unjust system. This is an assumption which differs from traditional theology of hope, as hopelessness becomes not only a personal failing, but also a consequence of a failing society. Further, hope is theorized to be a concept that is available in two different forms labeled as naive hope and complex hope. Naive hope being a hope that is solely a belief, while complex hope is a hope that has further grounds, such as empirical, ontological or rational ones, upon which it stands. As such, the theological resources considered in the study are such that might aid in building a complex hope for those suffering from hopelessness, due to eco-anxiety.  The material being analysed in the study is divided into the four theological themes of “The Cross”, “Holy Saturday”, “Eschatology” and “Apocalypticism”. These themes present different theological concepts that have been viewed as hopeful, or theologies of hope, in some contexts. A literary analysis is conducted on the material presented within these themes, in the search for theological resources relevant to facing and handling hopelessness. The material is not necessarily harmonious and, as such, presents different aspects of each theme that may, or may not, be considered a resource in accordance with the aim and theory of the study. Theological resources for hopelessness found within the material are summarized at the end of each chapter and are collectively contemplated in the discussion of the study. The thesis discussion also consists of an evaluation of the validity in the concepts of naive hope and complex hope as well as the theological concept of hopelessness constructed, in accordance with the findings of the analyses.

Klimatförändringar är i dagens samhälle ett påtagligt problem och skolans uppdrag är att lära ut området för unga. Det komplexa ämnet kan orsaka utmaningar och känslor, specifikt klimatångest, som lärare tvingas hantera för att stödja elever att bli medvetna och uppmuntrade till att arbeta för hållbar utveckling. Däremot behandlas inte klimatförändringar i någon större utsträckning i det centrala innehållet i läroplanen för NO-ämnena i årskurs 1-3.  Syftet med studien är att undersöka lärares upplevda utmaningar med klimatundervisning inom NO-ämnena i de lägre årskurserna och hur dessa hanteras. Studien syftar även till att undersöka hur NO-lärare hanterar klimatångest i undervisningen.  Studien genomfördes med semistrukturerade intervjuer med fem NO-lärare för årskurs F- 3 och materialet analyserades genom tematisk analysmetod. Analysen utgår från teoretiska begrepp, exempelvis klimatångest och eco-anxiety, samt känslohanteringsstrategier för att diskutera resultatet.  Resultatet visar att de utmaningar NO-lärarna såg var nivåanpassning, media, lärarnas egna engagemang samt kunskaper och transparens. Engagemang var den mest uttalade positiva känslan lärarna upplevde hos både sig själva och eleverna. Negativa känslor som klimatångest och oro var synligt hos lärare och elever. Lärarna hanterade utmaningarna genom att börja klimatundervisningen tidigt och inte ignorera fenomenet. De arbetade även elevnära och lösningsfokuserat.  Utifrån resultatet blir det synligt att klimatångest skulle kunna ses som en stor utmaning med NO- och klimatundervisning på lågstadiet. Lärarnas erfarenheter av hantering av klimatångest som utmaning utgår mestadels från menings- och problemfokuserade strategier och i mindre grad emotionsfokuserade hanteringsstrategier.

The purpose of this thesis ‘Sustainable conscious fashion consumption from the perspective of Generation Z - With a focus on motivations’ is to provide the reader with deeper knowledge about Generation Z’s perception of sustainable conscious fashion and what motivates them to choose sustainable consumption. Further, this research gives insight into the decision process among Generation Z regarding fashion apparel. The thesis is based on two research questions which are (1) What are the motivations to consume sustainable conscious fashion among Gen Z and (2) How do psychological factors influence Gen Z decisions to consume sustainable conscious fashion? To be able to complete this thesis and answer the research questions, relevant theories have been analyzed and incorporated to create an understanding when analyzing the empirical data. The thesis was conducted using a deductive approach and a qualitative research method to acquire primary data. The data collection has been accumulated by doing semi-structured interviews with the aim to gain in-depth knowledge about Gen Z motivations to consume sustainable conscious fashion. The literature review includes theories that are in relation to the topics of (1) Sustainability, (2) Generation Z, and (3) Psychological Factors such as self-image and cognitive dissonance. Based on the literature review a conceptual framework (Figure 2.1) was created in which the liaisons between the different theories have been presented. The interview guide was created in accordance to the operationalism in order to present the empirical data in chapter 4, ‘Empirical findings’.Thereafter, an analysis based on the empirical findings are discussed in relation to previously presented theories in the literature review. It is concluded that the primary motives for purchasing apparel among Generation Z are to strengthen their self-image, whether it is to fit in or stand out. The generation cares about sustainability, which is expressed by purchasing eco-friendly foods and by considering their choices of transport. The findings show there is a lack of information provided by retailers and authorities, which translates into the consumers not being able to make sustainable choices regarding fashion consumption.

Climate-anxiety is a growing mental health issue among the public and particularly among students in sustainability-related studies in Higher Education Institutions (HEI). As education on climate change in HEI overly relies on cognitive learning, students are not able to address their emotions and potential worries about climate change adequately. The research field of climate-anxiety has emerged after 2007 and relates to other mental health responses to environmental destruction such as eco-anxiety. This study examines whether climate-anxiety affects students within HEI and what coping strategies are used by them. The aim is to suggest approaches for HEI and educational tourism providers to better address climate-anxiety. Specifically, it investigates whether non-formal actors like ecovillages can help students to cope with climate-anxiety. Ecovillages are increasingly recognising their role in Education for Sustainable Development (ESD) and helping students with climate-anxiety could balance the shortcomings of HEI. Five case studies of ecovillages were included to determine the potential of educational tourism in reducing climate-anxiety. Even though the study found that short-term study visits were not helpful for students climate-anxiety, it can be assumed that students could gain hands-on coping techniques from more extended stays at ecovillages. Particularly the ecovillages learning environment and pedagogy are beneficial for coping with climate-anxiety. It is suggested that HEI should initiate cooperations with local ecovillages to improve climate-anxiety among students, as it was found that lecturers and Student Mental Health Services (SMHS) in HEI in Sweden do not sufficiently address climate-anxiety.

No description available.

Syftet med studien är att med hjälp av en internationellt tillämpad enkät och med utgångspunkt i studenters attityder till klimatförändringar (vid Örebro universitet) undersöka deras klimatoro, inställning till regeringens klimatåtgärder, miljömedvetna handlingar, samt inställning till ekosociala interventioner. Det empiriska material som studien bygger på samlades in genom en webbenkät som undersökte respondenternas tankar och känslor i relation till klimatförändringarna, samt deras inställning till vissa miljömedvetna handlingar och ekosociala interventioner. Den insamlade empirin analyserades sedan mot bakgrund av teorierna kognitiv dissonans, Environmental Locus of Control (ELOC) och grönt socialt arbete. Studiens resultat indikerar en låg grad av kognitiv dissonans bland studenternas tankar och beteenden kopplat till klimatförändringar då majoriteten agerar i enlighet med sina tankar och känslor. Vidare visade det sig att andelen personer med hög grad av miljövänliga beteenden var störst bland de som upplevde hög grad av klimatoro, upplevde intern ELOC och påverkades i hög grad negativt av regeringens klimatåtgärder. Dessutom visade det sig att majoriteten av respondenterna hade en positiv inställning till ekosociala interventioner. / The purpose of the study is to use an internationally applied questionnaire to investigate students' attitudes towards climate change (at Örebro University), their eco-anxiety, attitudes towards government climate action, pro-environmental behaviors, and attitudes towards ecosocial interventions. The empirical material on which the study is based was collected through an online survey that examined the respondents' thoughts and feelings in relation to climate change, as well as their attitudes towards certain environmentally conscious actions and eco-social interventions. The collected empirical data was then analyzed in light of the theories of cognitive dissonance, Environmental Locus of Control (ELOC) and green social work. The study results indicate a low degree of cognitive dissonance among students' thoughts and behaviors related to climate change as the majority act in accordance with their thoughts and feelings. Furthermore, it was found that the proportion of individuals with high levels of pro-environmental behaviors was greatest among those who experienced high levels of climate anxiety, experienced internal ELOC, and were highly negatively affected by government climate action. Moreover, the majority of respondents were found to have a positive attitude towards ecosocial interventions.