Abstract

A whole host of scholars are describing the human experience through a widened lens: a more holistic perception of self, and at our interconnectedness with all life . This study explores the "transecological self," which refers to the ever-widening process of self identification and at becoming an actively constructive Earth citizen. Can focused instruction assist in shifting our ecological consciousness to a worldview that is more earth-compatible? Can we learn to be more inclined to care about the family of humanity and about our connection as Earth citizens? These representative questions created the motivation to design, implement, and facilitate a curriculum framed in transpersonal ecology for a group of 11--14 year olds. Consequently, 12 youths volunteered to participate in a program designed to incite their perceptions of earth-related topics and their capability to analyze their own transecological consciousness. Drawings, qualitative interviews and observations were used in this qualitative interpretive study. The data were coded into emergent patterns using thematic analysis and they were presented by holistic portfolios. The findings were categorized into 6 different themes: increased caring about people and movement towards a prosocial orientation; increased caring about animals; increased caring about nature and the Earth; a shift: moving from egocentrism to Earth-centered values; a broadened perspective of self, and an expanded attitude towards making a difference with society and or the Earth. Half of the participants grew in 1 or 2 of the categories, and the other half showed an increased awareness in 3--6 of the categories. Nine out of the 12 participants reported an increased caring in either people, animals, and or nature. Eight participants broadened their perspective of themselves, and showed a developing awareness of being global citizens. There was a correlation with the individuals who showed growth in these areas and reported a new motivation to constructively contribute and lead more meaningful lives. This connection refers to the conscious awareness of becoming transecological. This inquiry beckons further and extended research. This study contributes to a relatively new conversation in human development. If society is waking itself up to realize that we can be neither studied nor cured apart from the planet, these findings indicate hope that focused instruction can serve as an intervention. In this prescriptive medicine education has a place that can no longer be overlooked.