Interest in the restoration of landscapes native to the Intermountain West is growing as the value of these arid ecosystems is increasingly recognized. Many landscapes within the Intermountain region have been impacted by grazing, development, recreation, and other human-caused disturbances. The complex relationships within the native plant communities of these arid landscapes need to be well-understood biologically, while considering their aesthetic contribution, if restoration efforts are to succeed. Although the use of ecologically appropriate native species is increasing in popularity, there is discontinuity between aesthetics and meaningful ecological contributions. A series of studies was designed to aid in the restoration of a site located at the Utah Botanical Center in Kaysville, Utah. The restoration site is situated along the I- 15 corridor which interfaces urban development. The high visibility and educational purpose of the site requires that aesthetic as well as ecological concerns are addressed in the restoration of the native plant community. Specifically, the establishment of Intermountain grassland species was assessed using a variety of methods to test establishment rates as well as the potential value to the system of biologically fixed nitrogen provided by native legumes early within the establishment period.

第一章簡述康德與席勒兩人論辯之起因，並指出席勒論美之觀點為何可與孔子之美育思想相映發。 第二章則言席勒美學之基本架構。席勒此文係由七封書信輯成，行文之間似頗乏綱領。為廓清眉目故，筆者遂順其理路略作批註，俾釐清其論美之要義何在。 第三章則言康德與席勒兩人之異趣為何，並引介席勒論美觀點之源委，以明席勒立論之宗旨。 第四章先言前人與近人對於席勒美育思想之理解，次則將筆者於第二、三章中所獲得之觀點與孔子之美育思想相參較，令此兩者相觀而善。 第五章總結全文，並預作伏筆。

This study aims to examine and highlight the use of aesthetic learning processes as tools in education at Waldorf schools. It focuses on how teachers implement aesthetic learning processes in their instruction and the effects the teachers believe these processes have on students understanding and development. The background presents the key concepts of the study: aesthetic learning processes, aesthetics, art education, learning and development within schools, Lgr22 (the Swedish national curriculum), Waldorf pedagogy, and En väg till frihet (a Waldorf curriculum resource).Based on John Deweys pragmatic ideas of learning and aesthetics, along with David Kolb's theories of knowledge and learning styles, the study examines how teachers utilize aesthetic learning processes and identifies associated challenges and opportunities. The research use a qualitative text analysis of two curriculums and interview with two teachers as combined methods. The result reveals that integrating aesthetic learning processes makes instruction more meaningful for students, helping them acquire subject knowledge and understand themselves and the world. By utilizing different learning styles and integrating various subjects, a holistic learning experience is created. By examining the integration of aesthetic learning processes, this study adds to our understanding of how these processes can make education more meaningful for students and teachers. This research expands our knowledge of the implementation and impact of aesthetic learning processes in Waldorf education, offering valuable insights for educators, curriculum developers, and policymakers seeking to enhance teaching and learning practices.