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The purpose of this study is to test and extend Parsons' (1987) theory of aesthetic development by gathering extensive data on the ways that Mexican American and Navajo females and males respond to selected art images. Studies of twelve participants, six Mexican American and six Navajo, were based on a series of semi-structured in-depth phenomenological interviews (Seidman, 1991). Participants from each culture included six male/female pairs for each of three age groups: upper elementary students, high school students and adults. Each participant responded a series of open-ended questions about a set of eleven art images. Participants described their cultural background and their own personal or educational experiences with art. The data was analyzed in several ways and used to develop a case or portrait for each participant and was compared across groups. Parsons' model with the addition of two additional stances and a rating on a naive/expert continuum was found useful in examining the ways education, experience, gender, and cultural background contributed to aesthetic responses to art images. The resulting cases should be useful in art teaching and teacher education and contribute to the literature of cases in education.

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Nature aesthetics is examined as an approach to environmental ethics. The characteristics of proper nature appreciation show that every landscape can be appreciated impartially in light of the dynamic processes of nature. However, it is often claimed that natural beauty decreases if humans interfere into nature. This claim leads to the separation of human culture and nature, and limits the number of landscapes which can be protected in terms of aesthetic value. As a solution to this separation, a non-dualistic Japanese aesthetics is examined as a basis for the achievement of the coexistence of culture and nature. Ecological interrelationships between human culture and nature are possible by means of an aesthetic consciousness in terms of non-hierarchical attitudes.

<p> The project director conducted the current project to improve his sermon delivery practices and skill level, better equipping him to combat the consequences of exposure to technology and consumerism in his congregation. He researched the impact of technology and consumerism on the ability of his listeners to absorb and retain sermon content. Once he identified consequences of exposure to technology and consumerism, the director researched which sermon delivery characteristics or mechanics he could use to abate such consequences. The director then implemented a sermon delivery methodology in his preaching to abate such consequences by consistently employing the identified characteristics and mechanics. He measured the effect of the delivery methodology on his listeners&rsquo; cognition through the use of a pre-test and post-test, administered to project participants. Surveys contained statements related to each participant&rsquo;s ability to understand and remember the content of the director&rsquo;s sermon in relation to various delivery characteristics and mechanics. Subjects responded to statements on a scale using strongly agree, agree, not sure, disagree, and strongly disagree. Comparative analysis of survey results before and after project implementation revealed that consistent use of the identified delivery characteristics improved his listeners&rsquo; ability absorb and retain sermon content.</p>