O presente trabalho investiga algumas repercussões que a perspectiva objetivante da ciência tem no ensino de ciências, no que diz respeito à relação homemnatureza. A ciência, que sustentou o progresso, também engendrou problemas absolutamente cruciais para o futuro da humanidade. Sua perspectiva objetivante, levada ao extremo, compôs uma forma de ver o mundo de maneira independente dos sentimentos humanos. Com a objetivação da visão de mundo, a relação homem-natureza se firma como uma relação de prepotência daquele sobre esta, ao mesmo tempo em que deixa o ser humano desamparado diante de uma natureza que não o contém. A racionalidade científica que legitimou tal visão de mundo, apagou a natureza por meio da negação da tradição, transformando-a em naturezaextensão, e fez surgir um sujeito do conhecimento que não tem história nem lugar. No contexto de uma natureza anônima, a relação do homem com esta é direcionada para a experiência EU-ISSO, que prescinde de qualquer envolvimento pessoal. Um dos caminhos para se retomar o vínculo relacional do homem com a natureza pode ser a reabilitação de saberes não científicos, que conformam maneiras outras de habitar o mundo e de se relacionar com a natureza. No ensino de ciências, a perspectiva objetivante da ciência é revelada na concepção absolutista que os professores tem da ciência, na desconsideração dos saberes dos estudantes e nos currículos que não tocam o viver cotidiano. Tal configuração praticamente encerra a possibilidade da aprendizagem das ciências pela maioria dos alunos, e por isso, o ensino de ciências pouco tem contribuído para a construção de uma relação positiva com a natureza. A abordagem cultural do ensino de ciências, que pressupõe reabilitar saberes outros, não científicos, pode ser uma alternativa viável para superar os efeitos da perspectiva objetivante no ensino e, por considerar a cultura dos alunos, pode contribuir para a construção da relação homem-natureza nos contextos culturais locais. Para tanto, faz-se necessário também reabilitar no ensino o lugar, como estratégia para consolidar identidades e práticas culturais integradas ao meio, em profundo envolvimento pessoal com a natureza. / This research investigates some repercussions that the objectifying perspective of science has in science teaching regarding the man-nature relationship. Science, which sustained progress, has also engendered absolutely crucial issues for the future of humanity. The objectifying perspective, taken to its extremes, has a way of seeing the world independently of human feelings. With the objectification of the world\'s view, the man-nature relationship is established as a relation of oppression - man against nature, and at the same time, it leaves a helpless human being in face of a nature which he does not belong. The scientific rationality legitimizes the world\'s view, that excludes nature through the denial of tradition, turning it into natureextension, and raising a subject of knowledge that has no history or place. In the context of an anonymous nature, its relation to man is directed to the I-IT experience, which dismisses any personal involvement. A way to reclaim the relational bond between man and nature may be the rehabilitation of non-scientific knowledge, that expresses other ways of inhabiting and relating to the world and nature. In science teaching, the objectifying perspective of science is revealed in the teachers\' absolutist conception of science, in disregard to the students\' knowledge and curricula that does not consider the everyday life. This configuration practically closes the science learning potential of most students, and, therefore, the teaching of science has had little contribution to building a positive relationship with nature. The cultural approach of science teaching, which presupposes rehabilitate other sort of knowledge, not scientific, can be a viable alternative to overcome the effects of the objectifying perspective in teaching, and by considering the students\' culture it can contribute to the construction of man-nature relationship in local cultural contexts. Therefore, it is necessary to rehabilitate the place, in teaching, as a strategy to consolidate identities and cultural practices, integrated to the environment, in deep personal involvement with nature.

The overall purpose of this study was to find out whether changes in social action or social practices are predicated on, or correspond with changes in ontological assumptions and social normative structures or ethical orientations. Specifically, this study investigated the relationship between a range of farming practices and the two predominant ontological assumptions about human-nature relationship. As well, the study investigated the relationship between the range of farming practices and categories of environmental ethical orientations. The two ontological orientations include the 'externality' assumption, which represent the social understanding that humans interact with nature but are only externally related to nature. The 'internality' assumption, on the other hand, is the understanding that humans are internally related to nature or the physical environment. The study also investigated the role of other structural forces that can shape farming practices. The theoretical orientation that informed this study was Habermas' neo-modernity thesis, which primarily argues that changes in social normative structures, which induces appropriate social action can, and do develop, without changes in ontological assumptions about human-nature relationship. The Habermasian approach thus rejects the reenchantment thesis espoused by constructive postmodernists. In this study Habermas' thesis has been contrasted with the neo-conservative and postmodernist approaches. The study involved two forms of investigation. One aspect of the study involved archival research of Canadian agricultural policy as an overarching background against which contemporary farming practices may be understood. The other aspect of the study involved a survey of farm families living in the south western Saskatchewan section of the Palliser Triangle. The study found a moderate to strong relationship between the 'internality' ontological assumption and alternative farming practices. The 'externality' assumption was more predominant among conventional farmers. This pattern also corresponded with a relatively higher incidence of environmentalism among alternative farming practitioners, with a relatively higher incidence of resourcism among conventional and conventional-alternative farmers. Despite these patterns the study found partial support for the Habermasian thesis. For example, a significant minority of alternative farmers who espouse environmentalist ethics also espouse an 'externality' ontological assumption.

Living in harmony with nature is a pervasive ideology, or cultural blueprint, of how a "sustainable future,” a "good society,” and a "fulfilled life" would look like. However, this notion of harmony with nature is highly paradoxical, as consumers often want and even must dominate and control nature. The current thesis explores consumers’ desires of living in harmony with nature through a post-human analysis of how backcountry hikers negotiate tensions between utilitarian and romantic discourses of nature vis-à-vis their experience of material forces of nature. Through conceptualizing nature as an active actor in a symmetric assemblage of material and cultural entities (i.e., nature agency), this thesis contributes to our understanding of the human/nature relationship, materialism, and sustainable consumption. Findings are presenting through three interrelated themes. The first theme highlights how hikers appropriate romantic discourses by seeking harmony in a nature that is perceived as external to civilization. Noting the contradiction that hikers’ quest for being in harmony with a “romantic nature” oftentimes exposes them to higher physical dangers in material nature, the subsequent themes explore how harmony can arise when hikers have to struggle with physical dangers of nature. Focusing on physical dangers that are experienced in material nature, theme 2 finds that hikers’ relationship with nature is highly ambivalent: They strive to experience “more nature and less civilization”, but also “more civilization and less nature.” The third theme explores how meanings of nature and technology emerge from fluidly shifting assemblages, finding that the same technological resources can both distract from and enable feelings of harmony with nature. These findings contribute to consumer research by broadening our understanding of the human/nature relationship and by challenging previous notions (Canniford and Shankar 2013) that technology and civilization must always betray consumers’ experiences of “romantic nature.” Furthermore, the notions of nature agency and that no single actor can unilaterally shape the assemblage of heterogeneous entities contribute to the emerging material turn in consumer research. Finally, this post-human analysis of consumers’ relationships with nature offers theoretical and practical implications for sustainable consumption and sustainable marketing. / Thesis (Ph.D, Management) -- Queen's University, 2014-01-31 14:58:31.326

This study aims to develop an understanding of how circular economy should be implemented to result in sustainable development and to analyze the potential of one particular implementation to result in sustainable development. “The sustainable development way of implementing circular economy” is presented by understanding circular economy with system thinking and considering the factors affecting the implementation of circular economy. Interviews and text-analysis are conducted to analyze the character and potential of ReTuna, a reused items mall in Eskilstuna, to result in sustainable development. Results show circular economy should be implemented as a way of reasoning that can result in a systemic transformation of the economic system to result in eco-centric sustainability. Implementations that do not explicitly derive from a an understanding of circular economy as a new way of reasoning are despite this valuable due to a system’s character of interconnectedness. ReTuna is implemented as a set of practices and an organizational structure but it also demonstrates an honorable effort to change people’s perception of the human-nature relationship. It is concluded that way of implementation has to reflect and be synchronized with the aspiration behind implementing circular economy. ReTuna has potential to result in sustainability but does not yet.

O presente trabalho investiga algumas repercussões que a perspectiva objetivante da ciência tem no ensino de ciências, no que diz respeito à relação homemnatureza. A ciência, que sustentou o progresso, também engendrou problemas absolutamente cruciais para o futuro da humanidade. Sua perspectiva objetivante, levada ao extremo, compôs uma forma de ver o mundo de maneira independente dos sentimentos humanos. Com a objetivação da visão de mundo, a relação homem-natureza se firma como uma relação de prepotência daquele sobre esta, ao mesmo tempo em que deixa o ser humano desamparado diante de uma natureza que não o contém. A racionalidade científica que legitimou tal visão de mundo, apagou a natureza por meio da negação da tradição, transformando-a em naturezaextensão, e fez surgir um sujeito do conhecimento que não tem história nem lugar. No contexto de uma natureza anônima, a relação do homem com esta é direcionada para a experiência EU-ISSO, que prescinde de qualquer envolvimento pessoal. Um dos caminhos para se retomar o vínculo relacional do homem com a natureza pode ser a reabilitação de saberes não científicos, que conformam maneiras outras de habitar o mundo e de se relacionar com a natureza. No ensino de ciências, a perspectiva objetivante da ciência é revelada na concepção absolutista que os professores tem da ciência, na desconsideração dos saberes dos estudantes e nos currículos que não tocam o viver cotidiano. Tal configuração praticamente encerra a possibilidade da aprendizagem das ciências pela maioria dos alunos, e por isso, o ensino de ciências pouco tem contribuído para a construção de uma relação positiva com a natureza. A abordagem cultural do ensino de ciências, que pressupõe reabilitar saberes outros, não científicos, pode ser uma alternativa viável para superar os efeitos da perspectiva objetivante no ensino e, por considerar a cultura dos alunos, pode contribuir para a construção da relação homem-natureza nos contextos culturais locais. Para tanto, faz-se necessário também reabilitar no ensino o lugar, como estratégia para consolidar identidades e práticas culturais integradas ao meio, em profundo envolvimento pessoal com a natureza. / This research investigates some repercussions that the objectifying perspective of science has in science teaching regarding the man-nature relationship. Science, which sustained progress, has also engendered absolutely crucial issues for the future of humanity. The objectifying perspective, taken to its extremes, has a way of seeing the world independently of human feelings. With the objectification of the world\'s view, the man-nature relationship is established as a relation of oppression - man against nature, and at the same time, it leaves a helpless human being in face of a nature which he does not belong. The scientific rationality legitimizes the world\'s view, that excludes nature through the denial of tradition, turning it into natureextension, and raising a subject of knowledge that has no history or place. In the context of an anonymous nature, its relation to man is directed to the I-IT experience, which dismisses any personal involvement. A way to reclaim the relational bond between man and nature may be the rehabilitation of non-scientific knowledge, that expresses other ways of inhabiting and relating to the world and nature. In science teaching, the objectifying perspective of science is revealed in the teachers\' absolutist conception of science, in disregard to the students\' knowledge and curricula that does not consider the everyday life. This configuration practically closes the science learning potential of most students, and, therefore, the teaching of science has had little contribution to building a positive relationship with nature. The cultural approach of science teaching, which presupposes rehabilitate other sort of knowledge, not scientific, can be a viable alternative to overcome the effects of the objectifying perspective in teaching, and by considering the students\' culture it can contribute to the construction of man-nature relationship in local cultural contexts. Therefore, it is necessary to rehabilitate the place, in teaching, as a strategy to consolidate identities and cultural practices, integrated to the environment, in deep personal involvement with nature.

Owing to the author's interest in and concern for earth's processes, healthy ecosystems, and environmental decline and devastation, this thesis examines the human – nature relationship, as it relates to landscape architecture, through spiritual, mathematical, geometrical, historical, economical, ecological, philosophical and ethical perspectives. Sustainable design and eco-revelatory design methods are also explored in order to aid in the development of a personal design ethic that defines and produces ecologically responsible works of landscape architecture. The goal is to establish a personal framework for design that results in built landscapes that are ecologically more benign, holistically more functional, and culturally more significant than standard practices. Research methodologies include literature review, case study analysis, project site analysis, and personal interviews. Findings suggest that despite a longstanding and growing call for a more harmonious relationship between nature and anthropogenic changes on the land, the green movement remains a loosely defined alternative undercurrent. The field of landscape architecture is uniquely poised to be a leader in the sustainable revolution; this is especially true when its practitioners, researchers and theorists are dedicated to ideals and activities that bring about true ecological value. For the individual designer, the experience of developing and committing to a personal design ethic can be empowering, and can produce work that has more mettle, veracity and purpose than the designer has previously known. / Master of Landscape Architecture

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-09-30T21:45:27Z No. of bitstreams: 1 Disserta??o_Izenildes.pdf: 1777189 bytes, checksum: 0469e81124302d46cbc37e8f42673af7 (MD5) / Made available in DSpace on 2015-09-30T21:45:27Z (GMT). No. of bitstreams: 1 Disserta??o_Izenildes.pdf: 1777189 bytes, checksum: 0469e81124302d46cbc37e8f42673af7 (MD5) Previous issue date: 2015-07-28 / This research starts by assuming that children, as natural and cultural beings, need to interact and live with the natural world. This is one of the children?s unquestionable rights and it is a condition for their fully development. Children?s separation from nature is one of the features of contemporary childhood. It is a result of a long historical process that started with modernity which instrumentalized nature for merchandizing ends and withdrew human beings from its conviviality. The consequences of this vision for infant schooling are the increase of an education distant from life, performed in self-contained spaces that imprison the body which gives no regard to the specifics of children cultures, thus, it blocks up children?s potentialities for development. This research had the goal to systematize meanings and senses expressed by children when in presence and in action in green areas in order to discuss the way these senses contribute to his/her construction as multi-dimensional beings. Our research (of qualitative approach) took place at the Apito Children School, located in the municipality of Cama?ari, State of Bahia, Brazil, where we promoted participant observation in a five year old children class and facilitated a focal group with four educators and five trainees. Among its approaches, it included: first childhood environmental education; organization of learning environment; children as culture producers; sensibility development as a necessary condition for the growth of new ways of life. Data revealed that green areas are the ones most preferable by the children, in which they play, interact, imagine and create - places where their bodies move freely in accordance with their own desires and interests. Furthermore, through planting and care for animals spontaneous experiences, children learn about the natural world and practice a loving attention for other forms of life. Thus, conviviality with other beings and elements of nature is one of the most primal means in our humanization process. Composed by rational, bodily, spiritual and emotional dimensions, our humanity enhances and enlarges itself in interaction with the natural world, which we are part, resulting in ways of being regulated mostly by sensibility. / Este estudo parte do pressuposto de que as crian?as, enquanto seres constitu?dos de natureza e de cultura, necessitam de conv?vio com o mundo natural, sendo este um dos seus direitos inalien?veis e uma das condi??es para que elas se desenvolvam plenamente. O afastamento das crian?as da natureza ? uma das caracter?sticas da inf?ncia contempor?nea e ? resultado de um longo processo hist?rico, que, a partir da era moderna, instrumentalizou a natureza para fins mercadol?gicos e retirou o ser humano do seu conv?vio. Uma das consequ?ncias desta vis?o nas escolas da inf?ncia ? uma educa??o distante da vida, realizada em espa?os fechados que aprisionam o corpo, desconsideram as especificidades das culturas infantis, e, consequentemente, bloqueiam o desenvolvimento das potencialidades das crian?as. Esta pesquisa buscou sistematizar significados e sentidos expressos pelas crian?as quando convivem e atuam nas ?reas verdes e discutir de que modo estes sentidos contribuem para sua forma??o enquanto seres compostos de m?ltiplas dimens?es. A investiga??o, de natureza qualitativa, se deu na Escola Infantil Apito, no munic?pio de Cama?ari, Bahia, atrav?s da observa??o participante junto a uma turma de crian?as de cinco anos de idade e da realiza??o de um grupo focal com quatro educadoras e quatro estagi?rias. Teve, entre seus referenciais, os estudos sobre: a educa??o ambiental na primeira inf?ncia; a organiza??o dos ambientes de aprendizagem; a escuta das crian?as enquanto produtoras de cultura; o desenvolvimento da sensibilidade como condi??o necess?ria para constru??o de novos modos de vida. Os dados revelam que as ?reas verdes s?o espa?os amplamente preferidos pelas crian?as, nos quais elas brincam, interagem, imaginam e criam, onde o corpo se movimenta livremente a partir de seus desejos e interesses. Al?m disso, pelas experi?ncias espont?neas, de plantios e cultivos, de cuidado com os animais, as crian?as aprendem sobre o mundo natural e exercitam o cuidado amoroso com outras formas de vida. Nossa humanidade, constitu?da pelas dimens?es racional, corporal, espiritual, emocional, se amplia e se aprofunda a partir da integra??o com o mundo natural, do qual somos parte, resultando em modos de viver pautados, prioritariamente, pela sensibilidade. O conv?vio com os demais seres e elementos da natureza ?, portanto, um dos caminhos primordiais em nosso processo de humaniza??o.

The M.A. thesis Metaphors of Nature in the Czech Weekly 'Reflex' explores the question of how the changing human-nature relationship is reflected in this journal's writing on nature over the period of the last twenty years. The rationale for the choice of the Reflex weekly magazine is that it is not focused on nature or nature-related themes, and thus what we find in it can help us understand how the relationship between humans and nature has changed not only in the journal, but also in society. The principal assumption underlying the present effort is that the many and variegated existing forms of the relationship between humanity and nature transform themselves into various metaphors. By uncovering and analyzing these metaphors we are able to better understand this relationship itself. The theoretical section of this thesis discusses various ways of understanding the metaphor in general, including the conceptual metaphor approach developed by George Lakoff and Mark Johnson which is applied to the textual material in the subsequent empirical section. The theoretical chapters also present a number of metaphors of nature that have previously been analyzed in the literature, and their implications for the human-nature relationship are indicated. The empirical section contains an analysis of the...

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