<p> This study examines reasons for participation and barriers or obstacles to participation in sustainability-based organizations at a mid-size publicly-funded state university in the Mid-West. Based on participant observations and qualitative interviews with students, faculty, staff, and administration, this project examines the intra- and interpersonal factors associated with identity formation related to participation: alternative forms of educational pedagogy in relation to sustainability or environmental curriculum: collective action and resource mobilization as a means of increasing student awareness and participation in sustainability-based initiatives and activities on campus and among the greater community surrounding the campus: and finally, the specific dialogue in which sustainability is discussed and the ways in which this impacts the overall perception of sustainability as a concept and a movement. Due to the lack of participation among students in sustainability-based organizations and initiatives, this study explores barriers to participation and possible alternatives for increased engagement within diverse areas of the students experience to enhance this area of personal and educational development.</p><p>

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 148-156).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 148-156). Also available in print.

In this thesis, it is argued that the fundamental goal of education is one of equipping individuals to partake of the good life as members of a just democratic society. It is argued further that a necessary condition for the realisation of this goal is that individuals are equipped to think well; more precisely, to make decisions on the basis of arguments that are both logically cogent (that is, which have true premises and which are either inductively strong or deductively valid) and ethically grounded (that is, with premises which express appropriate regard for the welfare of others). The concern of the thesis is the role education might play in fostering both the capability and the readiness to engage widely in such thinking. Although this concern has a long and complex history within the Western tradition, insufficient educational progress has been made. It is suggested that progress has been hampered on the one hand by the stark disciplinary divide between the descriptive approach of psychology and the normative stance of philosophy; and on the other, by a failure on the part of educational programme developers to take into account the constraints of prevailing educational structures. It is argued that what is needed is a new model of interdisciplinary research.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 115-120).

Thesis (M. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 95-100).

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 114-116).

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 88-91).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 114-116). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 115-120). Also available in print.