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Contents Foreword. Paul Wapner Preface Acknowledgements Part One: Theoretical Underpinnings * Why Sustainability Education Needs Pedagogies of Reflection and Contemplation. Marie Eaton, Kate Davies, Sarah Williams and Jean MacGregor. * The Power of Pause in the Process of Human Development. Sharon Daloz Parks. * The Practice of Inner Habitat Restoration: A Contemplative Approach to Sustainability Studies. Kurt Hoelting. * Navigating Anger, Fear, Grief, and Despair. Marie Eaton. * Using Reflective and Contemplative Practices with Integrity. Patricia O'Connell Killen. Part Two: Teaching Contexts and Practices * No Time to Think: Contemplation and Reflection in a Highly Technologized Learning Environment. David M. Levy. * The Practice of Place: Deepening Connections with Our Natural and Human Communities. Holly J. Hughes. * Listening Deeply to and Engaging Multiple Perspectives. Maureen E. Ryan. * Attending to Loyalties, Affections, Convictions...and Doubts. Jane Compson. * Make a Creative Response. Michael Gillespie and Karen T. Litfin. * Bodies of Earthly Delight: Engaging in Somatic Inquiry as Contemplation. Sarah Williams. * Sustainability from the Inside Out: Discernment as Practice. Karen K. Gaul. * Fostering Hope and Moral Agency for Eco-Justice. Cynthia Moe-Lobeda and Frederica Helmiere. * Nurturing Students' Resilience and Agency Kate Davies. Afterword Contributors
Marie Eaton is Director of the Palliative Care Institute and Professor Emerita of Humanities and Education at Western Washington University, USA. Holly J. Hughes is a poet, naturalist, and co-founder of the Sustainability Initiative at Edmonds Community College, USA, where she teaches writing and interdisciplinary classes focusing on natural history and sustainability. Jean MacGregor is Director of Curriculum for the Bioregion, an inter-institutional initiative of the Washington Center for Undergraduate Education at The Evergreen State College, USA, where she also teaches in the Master of Environmental Studies Program.