Lynsey Mori, in fulfilling the requirements of the EdD program in Educational and Professional Practice at Antioch University, has written and published her dissertation titled, Enhancing Planetary Well-being Through “With-ness” Pedagogy in Social Emotional Learning: Critical Theoretical Engagements.
Mori’s study explores integrating social-emotional learning (SEL) within an innovative pedagogy of “with-ness” (PoW) towards planetary well-being in educational settings to advance planetary well-being in tertiary contexts. Informed by critical theory, feminist perspectives, and process philosophy, the hermeneutic circle reflects on these articles to address complex 21st-century challenges educational systems face, such as technological disruption, language and culture diversity, mental health, and emotional awareness amidst global scale events. This dissertation aims to help the researcher and readership gravitate toward a more empathetic, equitable, and ecologically conscious generation by centering planetary well-being.
Mori is an Assistant Professor of English as a Foreign Language in Japan, where she has lived and worked for over 20 years. She holds a Master’s in Teaching English as a Foreign Language (TEFL) from the University of Birmingham and a BA in Anthropology and Cultural and Media Studies from the University of Glamorgan. Currently an EdD candidate at Antioch University, her research centers on the intersections of Social Emotional Learning (SEL), planetary well-being, and a triumvirate of feminist theory, critical theory, and process philosophy.
Read Mori’s dissertation, Enhancing Planetary Well-being Through “With-ness” Pedagogy in Social Emotional Learning: Critical Theoretical Engagements, here.
