Supplementary Material for Chapter 8
Discovering Authentic Hope: Helping Students Reflect on Learning and Living with Purpose
This chapter is published as:
Langmaid K. 2016. Discovering Authentic Hope: Helping Students Reflect on Learning and Living with Purpose. In: Byrne L (ed) Learner-Centered Teaching Activities for Environmental and Sustainability Studies. Springer, New York. DOI 10.1007/978-3-319-28543-6_8
Kimberly Langmaid
Sustainability Studies Program, Colorado Mountain College, Edwards, CO, USA
Walking Mountains Science Center, Avon, CO, USA
This file contains the following supplementary material:
· A: Quotes, definitions and references for Instructors … beginning on p. 1
· B: Champions chart for instructors … beginning on p. 3
· C: Student worksheet … beginning on p. 4
· D: Conversation guide and gallery walk for students … beginning on p. 12
Supplementary Material A: Quotes, definitions and references for instructors
Authentic Hope: “Authentic hope…is made of sterner stuff than optimism. It must be rooted in the truth as best we can see it, knowing that our vision is always partial. Hope requires the courage to reach farther, dig deeper, confront our limits and those of nature, work harder, and dream dreams…Hope, authentic hope, can be found only in our capacity to discern the truth about our situation and ourselves and summon the fortitude to act accordingly” (Orr 2011; p. 332).
Hope: “Arises when a positive goal is felt as being within reach…concerns ideas of the future…is imbued with positive feelings about the future; it is a kind of conviction about the unproven…people feeling a high degree of hope take action, and have the ability to figure out ways to reach their desired goals…[hope] is a strong motivational force which gives energy to act in the absence of certainties” (Ojala 2011; p. 627).
Purpose: “A stable and generalized intention to accomplish something that is at the same time meaningful to the self and consequential for the word beyond the self” (Damon 2008; p. 33). “Our purpose is an expression of the deepest dimension within us—of our central core or essence, where we have a profound sense of who we are, where we came from, and where we’re going. Purpose, when it is clear, is the aim around which we structure our lives, a source of direction and energy, and the way the meaning of our lives is worked out in daily experience” (Leider 2010; p. ix).
Talent: “A natural way of thinking, feeling, or behaving” (Rath 2007; p. 20). “A special ability that allows someone to do something well” (www.merriam-webster.com).
Values: “General, stable, strongly held judgments or preferences for end states or ways of acting that serve as goals that apply across different contexts” (Clayton and Myers 2009; p. 212).
Vision: “Visioning means imagining, at first generally and then with increasing specificity, what you really want. That is, what you really want, not what someone has taught you to want, and not what you have learned to be willing to settle for. Visioning means taking off the constraints of “feasibility,” of disbelief and past disappointments, and letting your mind dwell upon its most noble, uplifting, treasured dreams” (Meadows, Randers, Meadows 2004; p. 272).
References & Additional Resources:
Clayton S, Myers G (2009) Conservation psychology: Understanding and promoting human care for nature. Wiley-Blackwell, West Sussex, UK
Damon W (2008) The path to purpose: How young people find their calling in life. Simon and Schuster, New York
Dietz T, Fitzgerald A, Shwom R (2005) Environmental values. Annual Review of Environmental Resources 30: 335-372.
Hardman J (2012) Leading for regeneration: Going beyond sustainability in business, education, and community. Earthscan.
Iliško D, Skrinda A, Mičule I (2014) Envisioning the future: Bachelor’s and Master’s degree students’ perspectives. Journal of Teacher Education for Sustainability 16: 88-102.
Leider R (2010) The power of purpose: Find meaning, live longer, better. Berrett-Koehler Publishers
Meadows D, Randers J, Meadows, D (2004) Limits to growth: The 30-year update. Chelsea Green.
Meadows D (1994) Down to earth video. Donella Meadows Institute. Available online: http://www.donellameadows.org/archives/envisioning-a-sustainable-world-video/ Last viewed on May 26, 2015
Merriam-Webster. Talent. Available online: www.merriam-webster.com/dictionary/talent Last viewed May 26, 2015.
Ojala M (2011) Hope and climate change: The importance of hope for environmental engagement among young people. Environmental Education Research 18: 625-642
Orr D, (2011) Hope is an imperative: The essential David Orr. Island Press, Washington, DC
Rath T (2007) Strengths finder 2.0. NY: Gallup Press
Saunders C (2003) The emerging field of conservation psychology. Human Ecology Review 10: 137-149
Uhl C (2013) Developing ecological consciousness: The end of separation. Rowman & Littlefield Publishers
Supplementary Material B: Champions chart for instructors
This sample chart can be used to brainstorm, discuss and organize ideas during the pre-homework session.
Name of Sustainability Champion(Students brainstorm or refer to online resources.) / What are/were likely the personal values of this person?
(Use list of values on worksheet as a reference.) / What may have been the personal talents of this person?
(Use list of talents on worksheet as a reference.) / How would you describe the vision of the future this person has/had?
(Write key words or draw images.) / How would you describe this person’s sense of purpose? (Draft a 4-5-word statement of purpose.) / How did this person practice authentic hope? How did they stay hopeful despite the challenges? (Write verbs.)
Supplementary Material C: Discovering Authentic Hope – Student Worksheet
Student Name: ______Date:______
This worksheet is designed to help you: 1) reflect on your values, 2) assess your talents, 3) write a vision statement, and 4) draft a personal statement of purpose. Articulating a personal purpose statement can help support your learning and engagement with environmental and sustainability issues and generate more hope and well-being your life.
1) Take a Survey of Your Values
Values are “general preferences for end states or ways of acting; they serve as goals that apply across different contexts and underlie more specific attitudes, preferences, and behaviors (Clayton and Myers 2009; pg. 17). Values are the foundational qualities and virtues within you. We all have a set of values that are shaped in part by our history, family, friends, education, and cultural traditions. Personal values serve as a compass that helps guide peoples’ attitudes and behaviors.
The list of values below is adapted from Shalom Schwartz’s value survey (Dietz, Fitzgerald, and Shwom 2005). The values are listed here to help you reflect on what is most important to you in terms of your learning, lifestyle, ideas, and future work.
Rate the values as to how they reflect what you stand for – what’s most important to you? Identify things you actually value, rather than what you think you should value. Rate each value on a scale of 5-1. 5 = Most important to you. 1 = Least important to you.
Page 5
Value Survey
Page 5
Score
5 4 3 2 1 Equality (equal opportunity for all)
5 4 3 2 1 Inner harmony (at peace with myself)
5 4 3 2 1 Social power (control over others, dominance)
5 4 3 2 1 Pleasure (gratification of desires)
5 4 3 2 1 Freedom (freedom of action and thought)
5 4 3 2 1 A spiritual life (emphasis on spiritual not material matters)
5 4 3 2 1 Sense of belonging (feeling that others care about me)
5 4 3 2 1 Social order (stability of society)
5 4 3 2 1 An exciting life (stimulating experiences)
Page 5
5 4 3 2 1 Meaning in life (a purpose in life)
5 4 3 2 1 Politeness (courtesy, good manners)
5 4 3 2 1 Wealth (material possessions, money)
5 4 3 2 1 National security (protection of my nation from enemies)
5 4 3 2 1 Self-respect (belief in one’s own worth)
5 4 3 2 1 Reciprocation of favors (avoidance of indebtedness)
5 4 3 2 1 Creativity (uniqueness, imagination)
5 4 3 2 1 A world at peace (free of war and conflict)
5 4 3 2 1 Respect for tradition (preservation of time-honored customs)
Page 5
5 4 3 2 1 Mature love (deep emotional and spiritual intimacy)
Page 5
5 4 3 2 1 Self-discipline (self- restraint, resistance to temptation)
5 4 3 2 1 Detachment (from worldly concerns)
5 4 3 2 1 Family security (safety for loved ones)
5 4 3 2 1 Social recognition (respect, approval by others)
5 4 3 2 1 Unity with nature (fitting into nature)
5 4 3 2 1 A varied life (filled with challenge, novelty, and change)
5 4 3 2 1 Wisdom (a mature understanding of life)
5 4 3 2 1 Authority (the right to lead or command)
Page 5
5 4 3 2 1 True friendship (close, supportive friends)
5 4 3 2 1 A world of beauty (beauty of nature and the arts)
5 4 3 2 1 Social justice (correcting injustice, care for the weak)
5 4 3 2 1 Independent (self-reliant, self-sufficient)
5 4 3 2 1 Moderate (avoiding extremes of feeling and action)
5 4 3 2 1 Loyal (faithful to my friends, group)
5 4 3 2 1 Ambitious (hard-working, aspiring)
5 4 3 2 1 Broadminded (tolerant of different ideas and beliefs)
5 4 3 2 1 Humble (modest, self-effacing)
5 4 3 2 1 Daring (seeking adventure, risk)
5 4 3 2 1 Protecting the environment (preserving nature)
5 4 3 2 1 Influential (having an impact on people and events)
5 4 3 2 1 Honoring of parents and elders (showing respect)
5 4 3 2 1 Choosing own goals (selecting own purpose)
5 4 3 2 1 Healthy (not being sick physically or mentally)
5 4 3 2 1 Capable (competent, effective, efficient)
5 4 3 2 1 Accepting my portion in life (submitting to life’s circumstances)
5 4 3 2 1 Honest (genuine, sincere)
5 4 3 2 1 Preserving my public image (protecting my “face”)
5 4 3 2 1 Obedient (dutiful, meeting obligations)
5 4 3 2 1 Intelligent (logical, thinking)
5 4 3 2 1 Helpful (working for the welfare of others)
5 4 3 2 1 Enjoying life (enjoying food, sex, leisure)
5 4 3 2 1 Devout (holding to religious faith and belief)
5 4 3 2 1 Responsible (dependable, reliable)
5 4 3 2 1 Curious (interested in everything, exploring)
5 4 3 2 1 Forgiving (willing to pardon others)
5 4 3 2 1 Successful (achieving goals)
5 4 3 2 1 Clean (neat tidy)
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3
Prioritize Your Values
From the list of values above, select the values that you scored the highest, those that are the most important to you. If you rated more than five values with a score of five, you’ll have to prioritize them.
List your top five values here:
1. ______
2. ______
3. ______
4. ______
5. ______
Define Your Values
Write your own definition of each of your top five values and add a brief statement as to why each value is important to you.
Value 1:______
Definition:
Why is this important to you?
Value 2:______
Definition:
Why is this important to you?
Value 3:______
Definition:
Why is this important to you?
Value 4:______
Definition:
Why is this important to you?
Value 5:______
Definition:
Why is this important to you?
2) Identify Your Natural Talents
People make greater contributions when they are doing things that they are good at and truly enjoy. Each person has specific abilities, instincts, gifts and talents and when she or he is engaged in them they become energized. As you review the list of words below and circle each word that speaks to your natural talents, keep the following questions in mind:
· When do I feel most energetic and fulfilled?
· What am I really good at?
· What do I really pay attention to?
· What is the gift I regularly offer to others?
· What do people consistently come to you for?
As you go through the list, look for what sounds like you. Try to avoid identifying with only your acquired skills, but look for your natural gifts. Circle the top ten words that speak to your natural talents. Then go back and narrow the list down to your top five talents. The more your exercise your natural talents, the stronger they will become.
Circle the ten words that most describe your natural gifts, abilities and talents:
13
· Persuading
· Promoting
· Motivating
· Competing
· Managing
· Coordinating
· Delegating
· Planning
· Analyzing
· Organizing
· Evaluating
· Acting
· Solving problems
· Creating
· Designing
· Visualizing
· Building
· Restoring
· Learning
· Researching
· Exploring
· Deliberating
· Collaborating
· Being Fair
· Being Disciplined
· Focusing
· Responsibility
· Investigating
· Facilitating
· Writing
· Serving
· Listening
· Helping
· Teaching
· Stewardship
· Healing
· Giving
· Communicating
· Meditating
· Artistry
· Dancing
· Musical
· Sports
· Directing
· Inspiring
· Coaching
· Teamwork
· Empathy
· Compassion
· Encouraging
· Caring
· Positivity
· Empowering
· Connecting
· Achieving
· Adapting
· Leading
· Debating
· Risk Taking
· ______
· ______
· ______
13
13
13
Your Five Most Important Natural Talents
From the ten words you circled, list the five that really represent your strongest talents. Then, using the space below, describe how this quality manifests itself in your life and how you might do more of it. Research has shown that life is more fulfilling when you tap into and build upon your natural talents.
1) ______manifests itself in my life by…and I can do more of it by…
2) ______manifests itself in my life by…and I can do more of it by…
3) ______manifests itself in my life by…and I can do more of it by…
4) ______manifests itself in my life by…and I can do more of it by…
5) ______manifests itself in my life by…and I can do more of it by…