Geocommons College Program
Course Descriptions
Course Description
Explore the relationships between people and their local environment. Students begin by
investigating the general environmental state of the world, proceed to their local places, and then
begin look at ways of improving their ecological relations. They consider the roles of education,
community, lifestyles and worldviews in shaping human-Earth relations. And they try out ways of
strengthening these connections through the use of ecological footprint analysis, ecological literacy,
systems thinking, mindful awareness, and community/societal action.
Course Objectives
* to examine the influence of culture and environmental history on the state of our planet;
* to increase awareness of individual and collective roles in and impact on, local and world
ecosystems;
* to investigate global environmental trends, problems and solutions, by focusing on local and
regional examples;
* to study the paradigm of sustainability and work to understand its application and implications
at the local level;
* to identify characteristics of sustainable communities and develop skills in conducting
sustainability assessments;
* to practice applying ecological and systems principles to lifestyle choices and towards designing
sustainable communities.
Course Questions
* In what ways have we as individuals and as members of society affected the state of the planet?
* How can we begin to facilitate shifts in perception and begin to create alternative structures for a
more sustainable culture?
* How does our understanding of natural systems inform the concept of sustainability?
* What is the impact of individual and cultural lifestyles on the rest of humanity and the global
ecosystem?
* What are alternatives to economic globalization?
* How can we personally and collectively participate in the transition from a consumer driven growth
society to a life sustaining society.
Course Overview
I. Background and Context
A. Environmental History / Human Ecology
B. State of the World
C. Economic Globalization
D. History of Development
1. Women and Development
2. Green Revolution
E. Ecological Concepts
1. Carrying Capacity
2. Interconnectedness
3. Reciprocity
F. Sense of Place / Bioregional Studies
1. Flora and Fauna studies
2. Climate, Geography and Geology
3. Watershed studies
4. Ecological Communities and Soils
II. Exploration of Sustainability; Tools and Applications
A. Shifts of Perception
1. Gaian Theory
2. Systems Thinking
3. New Science
B. Creation of Alternative Structures
1. Ecological Literacy / Environmental Education
2. Sustainability Indicators
3. Permaculture
4. Appropriate Technology
5. Ecological Economics
6. Bioregionalism
7. Environmental Restoration / Conservation
8. Sustainable Development
9. Ecological Design
10. Community Living
11. Land Trusts
12. Dietary Choice
C. Holding Actions in Defense of the Earth
1. Activism
2. Non-Violent Training
3. Lobbying, Legal Work, Research, Citizen Watch Groups
III. Community Themes for Sustainability
A. Governance and Decision making and Leadership
B. Sustainable Technologies
C. Town Planning and Architecture
D. Water
E. Relationship with Surrounding Villages
F. Economic Systems
G. Agriculture and Food Production
H. Environmental Restoration and Conservation
I. Culture
J. Health and Well-Being
K. Children and Education
L. Outreach and Networking
IV. Application and Integration
* How has my understanding of sustainability changed in the context of the communities we are
visiting?
* How have my experiences travelling influenced my views on the state of the world and the impact of
globalization?
* How has my knowledge of local ecology affected my understanding of ecological design?
* How can I begin to apply concepts of sustainability to my own life?
* How can I develop my engagements within the local natural systems and histories in which I live?
Course Requirements
* full participation in all group discussions and activities;
* completion of readings including one book chosen in consultation with faculty, and additional
readings assigned by students and faculty;
* participate in conducting sustainability profile research;
* one topic paper on readings and/or field experiences.
For all courses:
Keep an academic journal to synthesize and integrate significant learnings, track coursework and
readings and reflect creatively on experiences.
Facilitate two resource experiences, one internal seminar and a topic discussion.
Assessment
Student assessment is a cooperative student-faculty process that occurs throughout the semester
and during mid-semester and end-of-semester feedback sessions. It is based on each student’s
academic journal, papers, and program participation (seminars, discussions, resource experiences,
etc.). For more information please refer to GCY Academic Overview.
Suggested Bibliography (for Human Relationships with their Environment)
Barber, B. (1995) Jihad vs. McWorld, Ballantine Books.
Brower, M. (1999) Consumer’s Guide to Effective Environmental Choices,Three Rivers Press
Capra, Fritjof (1996) Web of Life, Double Day Press.
Chertow , (199?) Thinking Ecologically
Daly, Herman (1996) Beyond Growth, Beacon Press.
Dobson, A. (1991) The Green Reader, Mercury House Publishers.
Elkington, J. (1998) Cannibals with Forks; Sustainable Economics, New Society Publishers.
Engel, and Engel, (1990) Ethics of Environment and Development, University of Arizona Press.
Hawken, Paul (1993) The Ecology of Commerce, Harper Business Press.
Henderson, Hazel (1996) Building a Win-Win World, Berret-Koehler.
Lovelock, J. (1982) Gaia: A New Look at Life on Earth
Mander, Jerry (1991) In the Absence of the Sacred, Sierra Club Books.
Mander J. (1996) The Case against the Global Economy, Sierra Club Books.
Meadows, Meadows and Rander (1992) Beyond the Limits, Chelsea Green Press.
Merchant, Carolyn (1992) Radical Ecology: The Search for a Livable World, Routledge Press.
Mathis, Wackernagel and Rees (1996) Our Ecological Footprint, New Society Publishers.
Mills, Stephanie (199?) In Service of the Wild
Norberg-Hodge, Helena (199?) Ancient Futures: Learning From Ladakh
Orr, David (1994) Earth in Mind Island Press
Ponting, Clive (1987) Green History of the World
Roseland, Mark (1999) Community Living: Eco-City Dimensions: Healthy Communities, Healthy Planet
Shiva, V andana (1994) Close to Home: Women Reconnect Ecology, Health and Development
Worldwide, New Society Publishers.
Van der Ryn, Sim (19) Ecological Design
Worldwatch Institute, State of the World 1999
Bernard, Ted and Young, Jora (1997) The Ecology of Hope : Communities Collaborate for
Sustainability, New Society Publishers.
Course Description
This field-based experience introduces the student to the history, definitions, methods,
controversies, and applications of sustainable development. Emphasis is on building both conceptual
and field skills. Students select, implement, record, and evaluate an internship project in sustainable
development during their 8 week stay in Auroville, India.
Course Objectives
* to learn how to choose, set up, and carry out a service work project relating to sustainable
development;
* to gain first-hand experience and skills in cross-cultural communication, understanding, and
analysis;
* to gain an appreciation for the complexity, richness, and immensity of India's development
challenges;
* to develop basic skills in interview/research techniques and as a potential agent of change.
Course Description
I. Preparation:
A. Background
1. intentions, goals and objectives
2. orientation to Auroville
3. explore issues of sustainability
4. cross cultural awareness
B. Choosing an internship:
1. research and interviews
2. internship contact: strategies for meeting objectives, challenges and intentions
3. finding a supervisor
II. Internship:
A. prepare for internship; gather resources, design project and research
B. supervisor meetings
C. record and reflect experiences
D. reassess goals and strategies (mid-semester)
III. Follow up:
A. design project paper, which integrates knowledge and experience of Auroville, concepts of
sustainability and experience in your internship.
B. questions to consider:
1. What will you take from your experiences and how will you integrate it into your life?
2. In what ways does the internship challenges you?
3. How does the internship relate to and address concepts of sustainability?
Course Requirements
* Develop and fulfill internship contract;
* Participate in internship review, reflections and discussions;
* completion of 250 pages of readings in consultation with faculty, including additional readings
assigned by students and faculty;
* internship project paper;
* keep an academic journal to synthesize and integrate significant learnings, track coursework and
readings and reflect creatively on experiences, including recording and reflection on internship
experiences;
* checking in with internship supervisor to assess internship process.
Assessment
Student assessment is a cooperative student-faculty process that occurs throughout the semester
and during mid-semester and end-of-semester feedback sessions. It is based on each student’s
academic journal, papers, and program participation (seminars, discussions, resource experiences,
etc.). For more information please refer to GCY Academic Overview.
Course Description
This course provides a unique opportunity to apply academic and field studies to the practice and
participation in several small, innovative communities who are engaged with working toward
sustainability. Students learn to recognize and analyze the physical, social, economic, ethical,
ecological, political, and spiritual elements that make up sustainable communities. Students build
strong conceptual frameworks and have opportunities to practice and experience community both in
developing our learning community and engaging with established host communities.
Course Objectives
* to understand and recognize basic elements, concepts, and indicators of communities working
toward sustainability;
* to explore the dynamic tension of common unity and human diversity within the context of
community;
* to actively acquire skills that contribute to collective decision making by practicing within the
Geocommons Learning Community;
* to explore ways of creating healthy interfaces between the Geocommons Learning Community
and our host Communities;
* to embody an integration between individual needs and community responsibilities.
Course Questions
* What are the foundations of an effective community?
* What are elements to consider when working toward sustainable community design?
* How is interconnectedness manifested in communities?
* What skills are needed to effectively live (and learn) in community?
* How can what we know about ecologically sustainable communities inform human communities?
* How do we find balance between the individual and the collective?
Course Overview
I. Concepts, Theory and Background
A. Community Concepts
1. Definition and types of community
2. Stages of community development – a possible framework
3. Community unity or intention: themes, vision and common purpose
4. Cultural perspectives of social and ecological communities
5. Community as culture; culture as community
B. Exploring and interfacing with Host Communities
1. Plum Village
2. Auroville
3. Verite
4. Mitraniketan
5. Culture of South India
II. Building our Geocommons Learning Community: The Practice of Community Arts and Skills
A. Community Building
1. honesty and integrity
2. community agreements
3. building trust
4. taking risks
B. Facilitation and Leadership
1. clarity of purpose
2. active participation
3. roles: facilitator, vibes watcher, time keeper, note taker…
4. creating a participatory environment: allowing for all voices to be heard; exposing
hidden agendas
C. Collective Decision Making
1. priority setting
2. scheduling
3. values clarification
4. practicing different models of collective decision making: consensus, delegation to
committee, etc.
D. Community Responsibilities
1. volunteering: chores, health officer, setting up resource experiences, etc.
2. committee work: scheduling, themes, etc.
3. active participation
E. Creative Conflict, Open Communication and Working Toward Resolve
1. active listening
2. giving constructive, honest feedback
3. using “I” statements
4. mediation
5. balancing individual and community perspective
F. Appreciating Human Diversity
1. cross-cultural skills
2. seeing the world from another’s perspective
G. Groupwork
1. check ins
2. council circles
3. community meetings
4. attunement
H. Evaluation and Reflection
I. Celebration and Appreciation
III. Application and Integration
* How have I contributed to a healthy learning environment?
* What skills have I learned and practiced?
* How does the lens with which I regard a particular community influence my perception?
* Have I included the community’s unity of purpose, intention?
* How is our Geocommons community interfacing with host communities? What have I done to assist
the process?
* What does living in intentional communities have to teach us about sustainable lifestyle practices?
* How have I applied what I have learned to my own life?
* What skills and practice can I take into my life beyond Geocommons?
Course Requirements
* full participation in all group discussions and activities;
* completion of 250 pages of reading in consultation with faculty, including additional readings
assigned by students and faculty;
* topic paper on readings and/or field experiences;
* keep an academic journal to synthesize and integrate significant learnings, track coursework
and readings and reflect creatively on experiences;
* facilitation of the following:
* two resource experiences, preparation and reflection process; one done collaboratively and
one on your own;
* one community meeting;
* academic seminar or event;
* academic community discussion on a particular topic with chosen readings.
Assessment
Student assessment is a cooperative student-faculty process that occurs throughout the semester
and during mid-semester and end-of-semester feedback sessions. It is based on each student’s
academic journal, papers, and program participation (seminars, discussions, resource experiences,
etc). For more information please refer to GCY Academic Overview.
Recommended Bibliography:
Heider, John. The Tao of Leadership: Lao Tzu’s Tao Te Ching Adapted for a New Age. New York:
Bantam, 1988, 1986.
McLaughlin, Corinne and Gordon Davidson. Builders of the Dawn: Community Lifestyles in a Changing
World. Shutesbury, MA: Sirus Publishing, 1986.
Kaner, Sam, Lenny Lind, Catherine Toldi, Sarah Fisk, and Duane Berger. Facilitator’s Guide to
Participatory Decision-Making. Gabriola Island, BC: New Society Publishers, 1996.
Maser, Chris. Resolving Environmental Conflict: Towards Sustainable Community Development.
Delray Beach, FL: St. Lucie Press, 1996.
Mozich, H. No Place Like Home: Building Sustainable Communities. 1992.
Shaffer, Carolyn R. and Kristin Anundsen. Creating Community Anywhere. New York: Jeremy P.
Tarcher, 1993.
Shields, Katrina. In the Tiger’s Mouth: An Empowerment Guide for Social Action. Australia:
Milenium Books, 1991; reprint, Philadelphia: New Society Publishers, 1994.
Wright, Chris. The Sufficient Community: Putting People First. Chelsea Green Publishing Co., 1998.
"Despite the prosperity and physical comfort modern civilization has produced,
the world of our experiences seems chaotic, disconnected, confusing. We do
not know exactly what to do with ourselves. Experts and intellectuals are more
capable than ever of explaining the objective world, yet we understand our own
lives less and less. What is missing? Just this, the awareness of our being
anchored in the Earth and the Universe, the awareness that we are not here
alone nor for ourselves alone, but that we are an integral part of higher,
mysterious entities against whom it is not advisable to blaspheme. This
forgotten awareness is encoded in all wisdom traditions. All cultures anticipate
it in various forms. It is one of human's understanding of itself, of her place in
the world, and ultimately of the world as such. Politicians at international
forums may reiterate a thousand times that the basis of the new world order
must be universal respect for human rights. But it will mean nothing as long as
this imperative does not derive from the respect of the miracle of being, the
miracle of the universe, the miracle of nature, the miracle of our own
existence."
Vaclav Havel, president of the
Czech Republic, 4th of July 1995
Course Description
The foundation of this course is an inquiry into the miracle of our own existence as a means to deeply
understand the essence of human life on Earth and in the Universe. Students are invited to inquire
into their worldviews and how the stories, myths, education, upbringing and life styles of one’s culture
have shaped these worldviews. Students are encouraged to nurture a spiritual-ecological worldview
that validates one's interbeing with the more-than-human world. Students are also developing a
range of daily and weekly practices that support a deeper inquiry into the essence of one's being.
Course Objectives
Having purified the great delusion, the heart's darkness, the radiant light of
the unobscured sun continuously rises.
Dudjom Rimpoche
* to understand the importance of worldviews and how they affect human behavior in relation to the
Earth;
* to develop skillful means which assist in reconstruction of one's own worldview which is embedded
within the community of life;
* to explore life style choices and daily practices which enhance our capacity to be in peace and
intimate with ourselves and all of life;
* to gain respect and appreciation for the subjective, psychological, ecological and spiritual
dimensions of our lives;
* to ground ourselves in awareness throughout all our activities as a means to open ourselves for
deeper truths of our existence;
* to cultivate our appreciation and recognition of the innate wakefulness of the mind.
Course Questions
To love is to understand.
Thich Nhat Than
* Who am I?
* What does it mean to be human?
* What is this miracle called Existence?
* How can the wisdom traditions from East and West teach us the deeper reality of who we truly are?
* How can new understandings in science assist us in constructing an ecological worldview that supports
the diversity, sustainability and evolution of the Earth community?
* What kinds of practice can nurture the awareness of being deeply grounded in the Web of Life?
Course Overview
There is a power within that knows beyond Our knowings; we are greater than
our thoughts and sometimes The Earth unveils that vision.
Sri Aurobindo
I. Background and Context
1. Culture-Nature Relationships
A. The role of culture in sustainability
B. Culture-Nature connections and disconnections
2. Worldviews
A. Inquiry into worldviews
B. Ecological worldviews
* Deep Ecology
* Ecofeminism
* Social Ecology
* Ecopsychology
* New Sciences
3. Wisdom traditions
A. Buddhism
B. Advaita Hinduism
C. Integral Yoga
D. Earth Centered Spirituality
E. Western wisdom traditions (Judeo-Christian tradition, Sufism,
Creation Spirituality).
4. Engaged Spirituality
A. Engaged Buddhism
B. Ghandi
C. Christian forms of engaged spirituality
D. Green Politics
E. Activism
II. Tools and Practices for awakening the human spirit
1. Voluntary simplicity
2. Social responsibility
3. Exploration and cultivation of the Ecological Self
4. Despair and Empowerment Work
5. Mindfulness practice and inquiry into the Nature of Mind
6. Yoga
7. Rituals and Celebrations (dance, music, songs, drawing)
8. Holistic health practices (ayurveda, mind-body relaxation techniques, reiki, vegetarianism)
III. Applications and Integration
* What daily practices have I learned that I intend to integrate into my life beyond the Geo Program?
* What kind of life style changes have I made and do I intend to make (food choices, consumerism)?
* How have my worldviews evolved during the duration of this program?
* How is and how has my world view affected my relationship with the world?
* What is the role of spirituality in an ecological worldview?
* How will I integrate a mindfulness practice in my daily life beyond the Geo Program?
Course Requirements
* full participation in all group discussions and activities;
* completion of readings including one book chosen in consultation with faculty, and additional
readings assigned by students and faculty;
* one topic paper on readings and/or field experiences;
* keep an academic journal to synthesize and integrate significant learnings, track coursework and
readings and reflect creatively on experiences;
* facilitate two resource experiences, one internal seminar and a topic discussion.
Assessment
Student assessment is a cooperative student-faculty process that occurs throughout the semester
and during mid-semester and end-of-semester feedback sessions. It is based on each student’s
academic journal, papers, and program participation (seminars, discussions, resource experiences,
etc.). For more information please refer to GCY Academic Overview.
Suggested Bibliography
On Culture Nature Relationships and Ecological World views:
Bateson G. (1979) Nature and Mind. New York: Ballantine Books.
Bowers, C. (1993) Education, Cultural Myths, and the Ecological Crisis. SUNY.
Drengson A. (1995) The Deep Ecology Movement. North Atlantic Books.
Fox, W. (1990) Toward a Transpersonal ecology. Shambala Press.
McLaughlin A. (1993) Regarding Nature: Industrialism and Deep Ecology. SUNY.
Orr, D. (1992) Ecological Literacy: Education and the transition to a Postmodern World. State
University of New York Press.
Roszak T. (1995) Ecopsychology: restoring the Earth, healing the Mind. Sierra Club Books.
Sahtouris E. (1989) Gaia: the human Journey from chaos to cosmos. Pocket Books.
Swimme, B. (1992) The Universe Story. Harper Collins.
Schumacher E. (1973) Small is Beautiful: A Study of Economics as if People Mattered. London: Pinguin.
Swimme, B. (1984) The Universe is a Green Dragon. Bear and Co.
VanDeVeer, D. (1994) Environmental Ethics and Policy Book: Philosophy, ecology and Economics.
Wadsworth.
Zimmerman, M. (1994) Contesting Earth's Future: Radical Ecology and Postmodernity. University of
California Press.
On Wisdom Traditions and Engaged Spirituality:
Badiner, A. (1990) Dharma Gaia: essays in Buddhism and Ecology. Parallax Press.
Broomfield, J. (1997) Other Ways of Knowing: recharting our future with ageless wisdom.
Daly, H. (1993) Valuing the Earth: Economics, Ecology, and Ethics. MIT Press.
Gandhi, M. (1957) An Autobiography: the story of my experiments with truth.
Kotler, A. (1996) Engaged Buddhist Reader. Parallax Press.
Lama Surya Das (1997) Awakening the Buddha Within. Broadway.
Lama Surya Das (1999) Awakening to the Sacred. Broadway.
Merchant, C. (1992) Radical Ecology: The search for a livable world. Routledge, New York.
Sivaraksa, S. (1992) Seeds of Peace: a Buddhist vision for renewing society. Parallax Press.
Spretnak, C. (1986) The Spiritual Dimension of Green Politics. Santa Fe NM: Bear&Company.
On Tools and Practices for awakening the human spirit:
Batchelor S. (1997) Buddhism without beliefs. Riverhead books.
Durning A. (1992) How much is Enough? Norton.
George J. (1995) Asking for the Earth: Waking up to the Spiritual/Ecological crisis. Element Books.
Ghosananda, M. (1992) Step by Step. Parallax Press.
Goldstein, J. (1980) The Experience of Insight: a natural unfolding.
Gore, A. (1991) Earth in the Balance: ecology and the human spirit. Houghton Mifflin.
Macy, J. (1991) World as lover, world as self. Parallax press.
Macy, J. (1999) Coming back to life: practices to reconnect our lives, our World. New Society Books.
Kabat-Zinn, J. (1994) Wherever you go there you are. Hyperion.
Suzuki D. (1998) The Sacred Balance: rediscovering our place in Nature. Prometheus Books.
Suzuki, S. (1970) Zen Mind, Beginner's Mind. Weatherhill.
Thich Nhat Hanh (1996) Cultivating the Mind of Love. Parallax Press
May all beings live with awareness.
May all beings live with insight.
May all beings realize an enlightened life.
Last modified: November 12, 1999
(none)
Copyright © 1999