A narrative qualitative research approach was used to understand the role that spiritual journeys had on the lives of emerging adults. Participants were four emerging adults (2 female, 2 male) ranging in age from 20 to 29 years. All participants were of middle class social economic status and lived in a mid-size Canadian prairie city. Three of the participants were Caucasian and the fourth was of Spanish-Caucasian ancestry. Semi-structured interviews provided the opportunity for the participants to share their stories regarding the role that their spiritual journey played in their life. Data were analyzed for themes within and across the participants stories. A visual representation of their collective journeys was created along with four-part poetic representations of each participants individual story. The stories that the participants shared revealed that emerging adults spiritual journeys were cyclical in that the journeys began with feelings of discontent, which led them to seek spiritual resources and experiences to address the unhappiness in their lives. In acquiring new knowledge, the participants were faced with different theories, ideas and experiences that brought forth additional questions. These new areas of thought led these individuals to search for further answers and meaning, bring forth new questions, new meaning, and in turn, the process became a cycle. The cycle that began with their initial discontent continued because of a desire for further knowledge.<p> Findings are discussed in terms of the current literature on spirituality in emerging adulthood and spirituality in relation to meaning making; implications are discussed for counselors, educators, and researchers and recommendations are made for future research.

This thesis proposes that an investigation into the phenomenon of doubling may engage architecture with a type of desire that has deep rooted connections with the complexities of human nature, with the very human condition of desiring to know who/what/where/when/how we are. It proposes that an experience of doubling is suggestive of a specific kind of affective space that tests this relationship, expanding into the interval we have formed between our body, its being and space. The proposal is to explore the material, spatial, and psychological characteristics of such a phenomenon - to understand the virtual space created through this doubling and its architectonic characteristics. The design ambition of this thesis is to construct an architectural fiction that engages with this doubling. If architecture has the capacity to embody the ambitions and anxieties of society, the work produced attempts to invoke, through choreographed doublings manifested by the movement of figure and light through constructions in time, that human condition of desire that is concerned with finding/defining itself in the unknown, not to provide an answer for what the unknown is, but to engage with its enigmatic nature. By engaging in the protean dynamics of doubling and desire, this thesis attempts to poeticize the interval between the body and its built environment.

A narrative qualitative research approach was used to understand the role that spiritual journeys had on the lives of emerging adults. Participants were four emerging adults (2 female, 2 male) ranging in age from 20 to 29 years. All participants were of middle class social economic status and lived in a mid-size Canadian prairie city. Three of the participants were Caucasian and the fourth was of Spanish-Caucasian ancestry. Semi-structured interviews provided the opportunity for the participants to share their stories regarding the role that their spiritual journey played in their life. Data were analyzed for themes within and across the participants stories. A visual representation of their collective journeys was created along with four-part poetic representations of each participants individual story. The stories that the participants shared revealed that emerging adults spiritual journeys were cyclical in that the journeys began with feelings of discontent, which led them to seek spiritual resources and experiences to address the unhappiness in their lives. In acquiring new knowledge, the participants were faced with different theories, ideas and experiences that brought forth additional questions. These new areas of thought led these individuals to search for further answers and meaning, bring forth new questions, new meaning, and in turn, the process became a cycle. The cycle that began with their initial discontent continued because of a desire for further knowledge.<p> Findings are discussed in terms of the current literature on spirituality in emerging adulthood and spirituality in relation to meaning making; implications are discussed for counselors, educators, and researchers and recommendations are made for future research.

The thesis mainly discusses the hermeneutic system on Du Fu¡¦s poetics, which was established after close analysis of Du Fu¡¦s poetry by a literary critic Chin Sheng-Tang (the end of the Ming and beginning of the Qing dynasties).Among all Tang poets Chin Sheng-Tang admired Du Fu the most for his poetics of seven line stanzas, which was viewed by Chin Sheng-Tang as an epitome of high aesthetical value and poetical canon. The critic proposed a method of decompositional analysis for studying Du Fu¡¦s poetry: he saw the interconnection between the title of the poem and it¡¦s content, and then decomposed the poem into small pieces, conducting close reading, so that the poem was seen as having three level structure from bigger to smaller ¡¥the level of passages, sentences and characters¡¦. First, we start with looking at ¡¥other interpretation¡¦ from the describing trend of hermeneutics on Du Fu¡¦s poetics prevailing during that period of time, pointing out what was the main opinion of the literary critics, and comparing it with the one of Chin Sheng-Tang¡¦s, and looking at his status among the circles of literary critics. Then we discuss the Chin Sheng-Tang ¡¥s ¡¥self interpretation¡¦ , explaining what kind of reader and critic he was. After that we provide the review of poetry reading methods and horizon in literary criticism, explaining how to use the method in literary analysis. After Chin Sheng-Tang¡¦s method of literary criticism becomes clear to us, we look how his caesura method is used to analyze structure of Du Fu¡¦s poetry. Through the caesura analysis we use reader¡¦s, author¡¦s and literary works point of view to find out whether this method is appropriate and whether it can reveal the spirit of that age or is it simply an over-reading. In the end we provide the conclusion about the effectiveness of the hermeneutic system, proposed by Chin Sheng-Tang.

This study investigates the resilience of children living at Sundara, a home in North India, which serves destitute and/or orphaned youth who live and are educated on site. Despite the adversity my participants have encountered they are thriving spiritually, emotionally, physically, and mentally. My research examines this phenomenon and the holistic education practices that support the children in engaging the process of resilience. I employ two theoretical frameworks to illuminate both what is occurring (resilience) and how it is occurring (holistic education). As resilience is understood as largely an external phenomenon, it then follows that the children of Sundara do not necessarily arise from families with the correct genetic disposition to allow them to engage this process (although this can definitely be a factor). Rather, they are educated and raised in such a way to make resilience a possibility. I seek to understand the role holistic education plays in the resilience process at work in Sundara. To this effect, two questions central to my study are: What constellation of factors is present at Sundara that enables children to participate in a community of resilience? What kinds of holistic educational practices support the children’s participation in this community? To perform this research in a way that honours the relational and holistic way of life at Sundara, I utilize a method inspired by photovoice and I draw upon poetic inquiry as a part of my exploration. My findings indicate that the holistic practices of the home create abundant opportunities for resilience. The three key themes that emerged were: reciprocal relationships, the holistic curriculum (moral and spiritual), and resilience enabling space. In addition, the home fosters a certain being-ness, a mode that the children and staff abide in that allows for greater resilience in their community. My participants appeared to be distinctly rich in spirit. It may be that out of such spiritual consciousness comes a greater ability to connect and engage the relationships at the core of the resilience process. / Graduate / 0515 / 0527

This thesis proposes that an investigation into the phenomenon of doubling may engage architecture with a type of desire that has deep rooted connections with the complexities of human nature, with the very human condition of desiring to know who/what/where/when/how we are. It proposes that an experience of doubling is suggestive of a specific kind of affective space that tests this relationship, expanding into the interval we have formed between our body, its being and space. The proposal is to explore the material, spatial, and psychological characteristics of such a phenomenon - to understand the virtual space created through this doubling and its architectonic characteristics. The design ambition of this thesis is to construct an architectural fiction that engages with this doubling. If architecture has the capacity to embody the ambitions and anxieties of society, the work produced attempts to invoke, through choreographed doublings manifested by the movement of figure and light through constructions in time, that human condition of desire that is concerned with finding/defining itself in the unknown, not to provide an answer for what the unknown is, but to engage with its enigmatic nature. By engaging in the protean dynamics of doubling and desire, this thesis attempts to poeticize the interval between the body and its built environment.

Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternative type of meaning and knowledge that is known as arts-informed qualitative representation.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

Through narrative, poetic, and visual inquiry, this arts-informed thesis reclaims the silenced voices and life histories of both our elderly farmers and of our elderly architecture--the barn. Using the life history model of research (Knowles & Cole, 2001), I engage in informal "chats" (Archibald, 2008, p. 377) with my elderly father to seek out the meaning and significance of his life spent on the farm--and his emotional response to the taking down of his two bank barns after the sale of his farm. What results is a "responsive" (Knowles & Cole, 2001, p. 10) representation of data, an alternative type of meaning and knowledge that is known as arts-informed qualitative representation.

Despite repeated calls internationally, nationally and provincially to place the development of ecoliteracy as a curricular priority, there continues to be a lack of attention provided towards this goal, in particular opportunities for direct contact with the natural world in terms of fostering ecoliteracy in student teachers (Tuncer, 2009; Davis, 2009, Gough, 2009, Beckford, 2008; Blanchet-Cohen & Elliot, 2011). Teachers play key roles in advancing environmental education efforts and the environmental literacy of future generations. Insufficient teacher preparation has been identified as one factor in the weakness of environmental education efforts and environmental education curriculum (Beckford, 2008; Lin, 2002; Knapp, 2000). Furthermore, adequate environmental education preparation of students in teacher-training programs is essential for helping future teachers design and implement effective environmental education curriculum (Cutter-Mackenzie and Smith, 2003; Mc Keown-Ice, 2000; Spork, 1992)..Future generations of students need to begin to perceive themselves, once again, in terms of being connected to a larger story which includes the more-than-human world. I argue that education needs to play an important role in that re-connection, and that teacher education, as a fertile place of in-betweenness, can represent an important step toward that goal. Using a combination narrative and phenomenological inquiry, I explore the storied insights of ten student teachers as they struggle to navigate the tensions, disruptions and opportunities that form the waters between their nature-self and their teacher-self. Along with a questioning of current conventional approaches to teaching ecoliteracy in schools, the Aboriginal concept of “heart knowledge” (Aluli-Meyer, 2008) is provided as a way of knowing which is congruent with the aims of an holistic ecoliteracy within teacher education. / Graduate / 0727 / 0530 / cfiller@uvic.ca