What do we mean when we speak about and advocate for ‘nature’? Do inanimate beings possess agency, and if so what is its structure? What role does metaphor play in our understanding of and relation to the environment? How does nature contribute to human well-being? By bringing the concerns and methods of phenomenology to bear on questions such as these, this book seeks to redefine how environmental issues are perceived and discussed and demonstrates the relevance of phenomenological inquiry to a broader audience in environmental studies. The book examines what phenomenology must be like to address the practical and philosophical issues that emerge within environmental philosophy, what practical contributions phenomenology might make to environmental studies and policy making more generally, and the nature of our human relationship with the environment and the best way for us to engage with it.

The pioneer battling with a hostile environment—whether it be arid land, drought, dust storms, dense forests, or harsh winters—is a staple of western American history. In this innovative, multi-disciplinary work, Peter Boag takes issue with the image of the settler against the frontier, arguing that settlers viewed their new surroundings positively and attempted to create communities in harmony with the landscape. Using Oregon's Calapooia Valley as a case study, Boag presents a history of both land and people that shows the process of change as settlers populated the land and turned it to their own uses. By combining local sources, ranging from letters and diaries to early maps and local histories, and drawing upon the methods of geography, natural history, and literary analysis, Boag has created a richly detailed grass-roots portrait of a frontier community. Most significantly, he analyzes the connections among environmental, cultural, and social changes in ways that illuminate the frontier experience throughout the American west. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1992.

The United States is among the wealthiest nations in the world, but it is far from the healthiest. Although life expectancy and survival rates in the United States have improved dramatically over the past century, Americans live shorter lives and experience more injuries and illnesses than people in other high-income countries. The U.S. health disadvantage cannot be attributed solely to the adverse health status of racial or ethnic minorities or poor people: even highly advantaged Americans are in worse health than their counterparts in other, "peer" countries. In light of the new and growing evidence about the U.S. health disadvantage, the National Institutes of Health asked the National Research Council (NRC) and the Institute of Medicine (IOM) to convene a panel of experts to study the issue. The Panel on Understanding Cross-National Health Differences Among High-Income Countries examined whether the U.S. health disadvantage exists across the life span, considered potential explanations, and assessed the larger implications of the findings. U.S. Health in International Perspective presents detailed evidence on the issue, explores the possible explanations for the shorter and less healthy lives of Americans than those of people in comparable countries, and recommends actions by both government and nongovernment agencies and organizations to address the U.S. health disadvantage.

The purpose of this volume is to explore theory, problem formulation, and methodology in "experiencing the environment. " In this embryonic field, the writings of a number of individuals already stand out as representative of dis tinctive viewpoints. In order to facilitate further development of the field, a conference! was proposed to gather in one place representatives of a number of major viewpoints with regard to the embryonic field of "environmental psychology. " It was hoped that a colloquy among such representatives would facilitate a clarification of the similarities and differences between the various perspectives, and might enable proponents of any given point of view to benefit from the insights of others with different orientations. Hopefully, it might also promote a greater articulation for this emerging field of inquiry. With these ends in mind, the sponsors of the conference asked the various prospective participants to present their theoretical positions and representative research illustrative of those positions. Some of the perspectives represented at the conference emphasized the point that the construal of phenomena depends heavily on the values and needs of perceivers. Implicit in this kind of position is the thesis that anyone who seeks to describe a complex happening is likely to shape it in terms of presup positions, biases, etc. , that may not be shared by others.

This book seeks to confront an apparent contradiction: that while we are constantly attending to environmental issues, we seem to be woefully out of touch with nature. The goal of Ecopsychology, Phenomenology and the Environment is to foster an enhanced awareness of nature that can lead us to new ways of relating to the environment, ultimately yielding more sustainable patterns of living. This volume is different from other books in the rapidly growing field of ecopsychology in its emphasis on phenomenological approaches, building on the work of phenomenological psychologists such as Maurice Merleau-Ponty. This focus on phenomenological methodologies for articulating our direct experience of nature serves as a critical complement to the usual methodologies of environmental and conservation psychologists, who have emphasized quantitative research. Moreover, Ecopsychology, Phenomenology and the Environment is distinctive insofar as chapters by phenomenologically-sophisticated ecopsychologists are complemented by chapters written by phenomenological researchers of environmental issues with backgrounds in philosophy and geology, providing a breadth and depth of perspective not found in other works written exclusively by psychologists.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

This book provides a representative selection of the highest quality papers submitted to the IAPS 13 conference held in Manchester in 1994. The papers are concerned with current research on the experience of living in cities and are drawn from developed, developing and under-developed countries in all parts of the world.