<p> Voices from many disciplines agree that the time has come to radically address the profound alienation between modern humans and the natural world. The predominant worldview in most modern western societies engenders and encourages a false sense of disconnection between people and nature leading to epidemic ecological destruction, personal ill health, and social injustice amidst large segments of the world's population. The thesis looks to education as a means to restore and re-story the contemporary relationship between humans and nature. In search of the essential components of an education that can elicit humankind's innate tendency towards connection and relationship with self, others, and the natural world, this "education for our times" looks to foster the holistic development of individuals and communities capable of responding to today's complex world. Drawing on literature, case study material, and personal experience, the thesis presents a concept of "relational education," and explores some of the possibilities and limitations therein. The findings illuminate four foundational components of relational education: Connection to nature, promotion of healthy, holistic development, community context, and fostering an innate love of learning.</p>

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 123-128).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 123-128). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 154-160).

Thesis (M. Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 160-167).

Thesis (M. Phil.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 349-395).

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 154-160). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 160-167). Also available in print.

Thesis (M.S.)--University of Wisconsin--Stevens Point, 2007. / Includes bibliographical references (p. 109-111).

<p> The act of thru-hiking a long-distance trail immerses hikers in the natural world for an extended time; as such, it represents a compelling system to study the relationships between a specific appreciative activity&mdash;thru-hiking&mdash;and environmental attitudes regarding sustainability. This thesis critically explored the primary research question: How do thru-hikes change or inspire environmental attitudes in thru-hikers on long-distance trails in the United States? I employed the revised NEP scale to survey 98 thru-hikers using snowball sampling and I interviewed a subset to gain more in-depth knowledge. In addition, I textually analyzed the blogs written by thru-hikers. Findings suggest that environmental attitudes of thru-hikers already leaned in an ecocentric direction before thru-hiking and after thru-hiking, their environmental attitudes became more so. Furthermore, this thesis finds that women had more ecocentric views than men before and after thru-hiking and that more ecocentric attitude change occurred for thru-hikers in their twenties than other age groups. Thru-hikers also chose to express their environmental views through conversations and their actions. And thus, thru-hikes on long-distance trails in the United States have the potential to strengthen and/or reinforce existing ecocentric attitudes in thru-hikers.</p>