--
*Mar*Below is a *complete, implementable course and curriculum* built
around your new ecological philosophy, *Symbiotic Emotional Ecology (SEE)*.
It is designed to work *within universities, alternative institutions, or
independent learning communities*, while remaining *non-Cartesian,
experiential, and emotionally intelligent*.
------------------------------
Course Design*Symbiotic Emotional Ecology (SEE): Re-inhabiting the Living
World*
*Level:* Advanced Undergraduate / Postgraduate / Open Interdisciplinary
*Duration:* 1 Semester (16 weeks)
*Credits:* 4 (or equivalent)
*Prerequisites:* None (disciplinary openness required)
------------------------------
Course Rationale
This course challenges mechanistic, reductionist views of nature and
replaces them with an *emotion-centered, symbiotic understanding of life*.
Students learn not only *about* ecology, but how to *feel, inhabit, and
participate in the Biosphere as a macro-body*.
The course treats *emotional intelligence as ecological intelligence*.
------------------------------
Course Learning Outcomes
By the end of the course, students will be able to:
1.
Understand the Biosphere as a *living, emotionally responsive whole*
2.
Critically evaluate Cartesian science, economics, and technology
3.
Practice *non-invasive ecological knowing*
4.
Articulate ethics based on *symbiosis rather than domination*
5.
Design ecological interventions rooted in care and restraint
6.
Restore emotional and sensory connection with living systems
------------------------------
Pedagogical Method (Very Important)
-
*30% classroom dialogue*
-
*40% field immersion*
-
*20% reflective practice*
-
*10% minimal theory reading*
No dissections.
No invasive experiments.
No exams based on memorization.
------------------------------
Course Structure (16 Weeks)
------------------------------
*Module 1: The Biosphere as Macro-Body* (Weeks 1–2)Themes
-
Biosphere as a single organism
-
Nested living systems
-
Humans as cells within Earth
Activities
-
Guided outdoor observation (silent, non-instrumental)
-
Mapping one’s personal “ecological organs” (air, water, soil, species)
Assessment
-
Reflective essay: *“Where does my body end?”*
------------------------------
*Module 2: Emotion as a Mode of Knowing* (Weeks 3–4)Themes
-
Emotional intelligence beyond humans
-
Rapture as baseline ecological health
-
Emotional numbness as ecological pathology
Activities
-
Sensory attunement walks
-
Breath–environment synchronization practice
-
Journaling emotional responses to ecosystems
Assessment
-
Emotional ecology journal (graded for depth, not positivity)
------------------------------
*Module 3: Critique of Cartesian Thought* (Weeks 5–6)Themes
-
Descartes and mechanistic separation
-
Reductionism vs relational knowing
-
Violence of dissection
Activities
-
Comparative discussion: dissecting vs dwelling
-
Case studies of ecological harm caused by reductionist policies
Assessment
-
Critical reflection: *“What is lost when we analyze life?”*
------------------------------
*Module 4: Machines, Technology, and Alienation* (Weeks 7–8)Themes
-
Machines as anti-symbiotic agents
-
Rhythm replacement and emotional flattening
-
Tool vs worldview distinction
Activities
-
24-hour low-tech ecological immersion
-
Mapping machine interference in daily life
Assessment
-
Short paper: *“When does a tool become an intruder?”*
------------------------------
*Module 5: Symbiotic Ethics* (Weeks 9–10)Themes
-
Ethics of care, integration, and restraint
-
Non-violent inquiry
-
Responsibility without domination
Activities
-
Ethical dilemma workshops (real ecological conflicts)
-
Designing non-invasive research questions
Assessment
-
Ethical position statement rooted in SEE principles
------------------------------
*Module 6: Ecology Beyond Economics* (Weeks 11–12)Themes
-
Critique of growth economics
-
Ecological labor as meaningful work
-
Restoration as employment
Activities
-
Local ecosystem assessment
-
Design of an “ecological job” proposal
Assessment
-
Group project: *Ecological Restoration Work Plan*
------------------------------
*Module 7: Free Nature Zones & Institutional Reform* (Weeks 13–14)Themes
-
Free Nature Parks
-
Universities as ecological citizens
-
Governance without domination
Activities
-
Design a Free Nature Zone for the campus or locality
-
Policy drafting workshop
Assessment
-
Institutional proposal (visual + written)
------------------------------
*Module 8: Integration & Re-Inhabitation* (Weeks 15–16)Themes
-
Reclaiming the macro-body
-
Living the philosophy
-
From knowledge to practice
Activities
-
Final field immersion
-
Collective dialogue circle
-
Sharing personal transformations
Assessment
-
Final integrative portfolio:
-
Reflective essay
-
Ecological design project
-
Emotional ecology journal excerpts
------------------------------
Assessment Breakdown
Component Weight
Reflective Writing 30%
Field Participation 25%
Projects & Proposals 30%
Dialogue & Presence 15%
*No timed exams.*
------------------------------
Reading (Minimal & Curated)
Readings are short, dialogical, and reflective. Examples:
-
Selections from Deep Ecology
-
Process philosophy excerpts
-
Indigenous ecological essays
-
Short scientific papers on symbiosis
-
Student-generated observations (treated as texts)
------------------------------
Instructor Role
The instructor is:
-
A *facilitator*, not authority
-
A *participant-observer*
-
Responsible for protecting Free Nature Zones
-
Trained in emotional literacy
------------------------------
Evaluation Philosophy
Students are evaluated on:
-
Depth of engagement
-
Emotional honesty
-
Ecological sensitivity
-
Ethical maturity
*Not on ideological conformity.*
------------------------------
Capstone Outcome
Students complete the course not merely informed, but:
-
More ecologically grounded
-
Emotionally attuned
-
Less alienated
-
Capable of designing symbiotic systems
------------------------------
Optional Extensions
-
Field semester in a protected ecosystem
-
Integration with architecture, medicine, or policy programs
-
Community-based restoration partnerships
------------------------------
Closing Note
This course is not meant to *produce experts*.
It is meant to *restore belonging*.
If you wish, I can next:
-
Convert this into a *formal university syllabus*
-
Design a *certificate or degree program*
-
Create *teacher training guidelines*
-
Adapt it for *schools or community education*
Just tell me the direction.
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