Claudia Eppert, PhD., M.Ed., M.A, B.Ed., B.A.

Associate Professor, Faculty of Education - Secondary Education Dept

Contact

Associate Professor, Faculty of Education - Secondary Education Dept
Email
claudia.eppert@ualberta.ca
Phone
(780) 492-4980
Address
440 Education Centre - South
11210 - 87 Ave NW
Edmonton AB
T6G 2G5

Overview

About

Claudia Eppert is an associate professor in the Department of Secondary Education at the University of Alberta. She graduated with her doctorate from OISE/University of Toronto in 1999, and was an assistant/associate professor at Louisiana State University for eight years, during which time she taught undergraduate and graduate courses in Curriculum Studies and English Language Arts Education. She returned to Canada to become a faculty member at the University of Alberta in 2007. 

Influenced by her experiences living in Germany, Myanmar, the U.S., Canada, Iran, and Singapore during her formative years, Eppert's research over these last two decades has been focused upon the ethical and pedagogical complexities of witnessing social/environmental suffering and trauma through literary, aesthetic, and contemplative engagement, along with exploration of the possibilities of psycho-social and ecological transformation/well-becoming.

Eppert is co-editor of Cross-Cultural Studies in Curriculum: Eastern Thought, Educational Insights (with Hongyu Wang, Lawrence Erlbaum, Taylor and Francis), and co-editor of Between Hope and Despair: Pedagogy and the Remembrance of Historical Trauma (with Roger I. Simon and Sharon Rosenberg, Rowman and Littlefield). Both of these books received an AESA Critics Choice Book Award, and Cross-Cultural Studies in Education also received AERA Outstanding Book Recognition (Curriculum Studies Division). Eppert has served as co-editor (with Daniel Vokey) of the journal, Philosophical Inquiry in Education (formerly known as Paideusis), for which they edited two special issues on Contemplative Practice, Education, and Socio-political Transformation. 

In 2018, Eppert received a Great Supervisor Award from the Faculty of Graduate Studies and Research at the University of Alberta.

Eppert is a long-time practitioner of meditation in the Theravada Buddhist/Insight tradition (and recently completed a two year Deepening Awareness program). She has practiced Tai Chi (Yang style), and currently practices yoga. Her favourite poets are Rumi and Mary Oliver. She enjoys walking in the woods, connecting with spaciousness, and contemplative photography. She advocates for eco-justice.

Graduate students interested in literary/literature education, aesthetics/cultural studies education, curriculum studies, philosophy of education, mindfulness/holistic/contemplative education, ecological education, psycho-social transformative education, or alternate areas related to Professor Eppert's research are welcome to contact her at eppert@ualberta.ca.

Please note: Professor Eppert is currently on sabbatical and not taking any new students.


Academic Credentials

Degrees

1999   Ph.D., Department of Theory and Policy Studies, Ontario Institute for Studies in Education at the University of Toronto
                      Dissertation Title: Learning Responsivity/Responsibility: Reading the Literature of Historical Witness.
                      Supervisor: Roger. I. Simon
1992   M.Ed., Department of Theory and Policy Studies, Ontario Institute for Studies in Education at the University of Toronto
1990   B.Ed., (Secondary English Language Arts Education, Social Studies Education, ESL 1), Faculty of Education, University of Toronto
1987   M.A.,  English Literature, University of Toronto
1984   B.A.,   English Literature, University of New Brunswick


Certificates

1992  German as a Foreign Language Proficiency Certificate, Goethe Institute, Toronto
1990  Ontario Teacher’s Certificate, Faculty of Education, University of Toronto
1989  Teaching English as a Second Language Certificate, Woodsworth College, University of Toronto





Research
Eppert's research is primarily informed by: literary and aesthetic/cultural engagement; postcolonial, feminist, and poststructuralist theories; continental philosophy (eg. Levinas, Weil, Derrida, Gadamer); witness, trauma, and remembrance studies; wisdom texts and traditions (eg. Buddhism, Taoism, the Upanishads); critical pedagogy (eg. Freire), mythopoetics (eg. Joseph Campbell); eco-philosophy/eco-psychology/eco-literacy; and psychoanalytic explorations (eg. Kristeva, Felman). Research methodologies of primary interest include theoretical research, hermeneutics, literary/aesthetic/cultural criticism, textual research, currere, autoethnography, life writing, métissage, heuristics, transformative inquiry, contemplative inquiry, action research, arts-based research.

Research Summary:


Edited Books

Eppert, C. & Wang, H., (Eds). (2008). Cross-cultural studies in curriculum: Eastern thought, 
educational insights. (Curriculum Theory Series) Mahweh, N.J LEA Routledge, Taylor and Francis.

Simon, R.I., Rosenberg, S., & Eppert, C., (Eds.). (2000). Between hope and despair: Pedagogy and the remembrance of historical trauma. Lanham, Maryland: Rowman and Littlefield.


Special Themed Edited Journal Issues

Vokey, D. & Eppert, C. (Eds.). (2013). Contemplative practice, education, & socio-political transformation, part two [Special issue]. Philosophical Inquiry in Education (formerly known as Paideusis: Journal of the Canadian Philosophy of Education Society), 21 (2).

Eppert, C. & Vokey, D. (Eds.). (2012). Contemplative practice, education, & socio-political transformation, part one [Special issue]. Philosophical Inquiry in Education (formerly known as Paideusis: Journal of the Canadian Philosophy of Education Society), 20 (1).


Book Chapters, Articles, & Published Conference Proceedings (Selected)

Eppert, C. (in press). Forest walks in the Anthropocene: Meditations on joy, grief, and a restorative educational politics. In M. Bussey & C. Mozzini (Ed.) A phenomenology of grace: The body, embodiment and transformative futures. Palgrave MacMillan.

Eppert, C. (2018). On lack and joy: Contextualizing educators’ suffering and well-being. Journal of the American Association for the Advancement of Curriculum Studies 12, (2), 1-23. doi: 10.14288/jaaacs.v12i2.190619

Eppert, C. (2018). Rumination on pedagogical rhythms. In E. Hasebe-Ludt & C. Leggo (Eds.). Canadian curriculum studies: A métissage of inspiration/imagination/interconnection (p. 34). Toronto, ON: Canadian Scholars’ Press.

Eppert, C. (2017, May 5). Well-being, curriculum, & transformative envisioning in the Anthropocene. Symposium on Student Mental Well-Being and Well-Becoming, Faculty of Education, University of Manitoba

Eppert, C.,Vokey, D., Nguyen, T.T.A. & Bai, H. (2016). Intercultural philosophy and the nondual wisdom of basic goodness: Implications for contemplative and transformative education. In O. Ergas & S. Todd (Eds.), Philosophy East/West; Exploring intersections between educational and contemplative practices (pp. 129-151). West Sussex, United Kingdom: John Wiley and Sons. (Reprint of journal article)

Eppert, C. Vokey, D., Nguyen, T.T.A. & Bai, H. (2015, May). Intercultural philosophy and the nondual wisdom of basic goodness: Implications for contemplative and transformative education. Journal of Philosophy of Education, 49 (2), 274-293. doi: 10.1111/1467-9752.12141

Bai, H., Eppert, C., Scott, C., Tait, S., Nguyen, T. (2014). Towards intercultural philosophy of education. Studies in Philosophy and Education: An International Journal, 34 (6), 635-650. doi: 10.1007//s11217-014-9444-1

Eppert, C. (2013). Awakening education: Toward a rich tapestry of mindful and contemplative engagement for social/environmental transformation. In J. Lin, E. Brantmeier, & R. Oxford (Eds.), Re-envisioning higher education: Embodied pathways to wisdom and social transformation (pp. 337-351). Charlotte, N.C.: Information Age Publishing (Transforming Education for the Future Series).  

Eppert, C. (2012). ‘Walking the talk’: East-west reflections on forgiveness, remembrance, and forgetting. In P. Ahluwalia, S. Atkinson, P. Bishop, P. Christie, R. Hattam, & J. Matthews (Eds.), Reconciliation and pedagogy (pp. 65-94). New York: Routledge. 

Eppert, C. (2010). The ‘war within’: Ethical and spiritual responsibilities to children in an age of terror and consumerism. International Journal of Children's Spirituality, 15 (3), 219-232. doi: 10.1080/1364436X.2010.524637

Eppert, C. (2010). Heartmind literacy: Compassionate imagining & the four Brahmavihāras. Paideusis: Journal of the Canadian Philosophy of Education Society, 19 (1), 17-28.

Eppert, C. (2009). Remembering our (re)source: Eastern meditations on witnessing the integrity of water. In M. McKenzie, H. Bai, P. Hart, & B. Jickling (Eds.), Fields of green: Re-storying culture, environment, and education (pp. 191-210). Hampton Press.

Eppert, C. (2008). Emmanuel Levinas, literary engagement, literature education. In D. Egéa-Kuehne (Ed.), Levinas and education: At the intersection of faith and reason (pp. 67-84). New York: Routledge, Taylor & Francis.

Eppert, C. (2008). Fear, (educational) fictions of character, and Buddhist insights for a witnessing curriculum. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (1st ed. pp. 55-108). Mahweh, N.J.: Lawrence Erlbaum, Taylor and Francis.

Eppert, C. & Wang, H. (2008). Openings into a curriculum of the way. In C. Eppert & H. Wang (Eds.), Cross-cultural studies in curriculum: Eastern thought, educational insights (1st ed. pp. xvii-xxii). Mahweh, N.J.: Lawrence Erlbaum, Taylor & Francis.

Eppert, C., Ethridge, K, & Bach, J. (2007). Bridging the gap: Three perspectives on teaching young adult literature for a just and sustainable world. Talking Points (Whole Language Umbrella, National Council of Teachers of English), 19 (1), 10-20. 

Simon, R.I. & Eppert, C. (2005). Remembering obligation: Witnessing testimonies of historical trauma. In R.I. Simon (Ed.), The Touch of the Past: Remembrance, Learning, and Ethics (pp. 50-64). New York, N.Y.: Palgrave MacMillan. (Reprint of 1997 journal article).

Eppert, C. (2004). Leslie Silko's Ceremony: Rhetorics of ethical reading and composition. JAC: A Quarterly Journal for the Interdisciplinary Study of Rhetoric, Literacy, Culture, and Politics, 24 (3), 727-754.

Eppert, C. (2004). (Un)learning home: Paule Marshall's Praisesong for the Widow, Emmanuel Levinas and an ethics of reading for alterity. In B. Ledent (Ed.), Bridges across chasms: Toward a transcultural future in Caribbean literature (pp. 169-183). Liège, Belgium: L3.

Eppert, C. (2004). Altering habits of attention and inattention in education: Simone Weil and Emmanuel Levinas. In H. A. Alexander (Ed.), Spirituality and ethics in education: Philosophical, theological, and radical perspectives (pp. 42-54). Brighton: Sussex Academic Press.

Eppert, C., Lima, M., & Ropers-Huilman, B. (2003). Engendering respect in a service learning community: Teaching and learning in a multidisciplinary partnership. Scholar-Practitioner Quarterly, 1 (4), 89-104. 

Eppert, C. (2003). Histories re-imagined, forgotten, and forgiven: Student responses to Toni Morrison's Beloved. Changing English: Studies in Reading and Culture, 10 (2), 185-194. 

Eppert, C., Casemore, B., & Davis, D. (2002). Negotiating risk: Testimonies towards an ethics of mentoring. JCT: Journal of Curriculum Theorizing, 18 (4), 105-125. 

Eppert, C. (2002). Mourning identities: Commemorative and curricular debates concerning the fall of the world trade centre. In Bogdan, D., Eppert, C. Yang, C. Morton, C. Eppert, Symposium: Aesthetic Education in Times of Terror: Negotiating an Ethics and Aesthetics of Answerability. Philosophy of Music Education Review, 10 (2), (Fall): 128-132. 

Eppert, C. (2002). Entertaining history: (Un)heroic identifications, apt pupils, and an ethical imagination. New German Critique, 86, 71-101. 

Eppert, C. (2002). Reading relations, loss, and responsive/responsible learning. In M. Morris & J. Weaver (Eds.), Difficult memories: Talk in a post-Holocaust era (pp. 45-67). New York: Peter Lang.

Simon, R., Eppert, C., Clamen, M., & Beres, L. (2001). Witness-as-study: The difficult inheritance of testimony. The Review of Education/Pedagogy/Cultural Studies 22(4), 285-322. 

Eppert, C. (2001). Women students composing desire in scholarly writing: A lover’s discourse. Taboo: A Journal of Culture and Education 5(1) 52-72. 

Eppert, C. (2000). Re-learning questions: Responding to the address of past and present others. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 213-230). Maryland: Rowman and Littlefield.

Simon, R. I., Rosenberg, S., Eppert, C. (2000). Introduction: The pedagogical encounter of historical remembrance. In R. Simon, S. Rosenberg, & C. Eppert (Eds.), Between hope and despair: Pedagogy and the remembrance of historical trauma (pp. 1-8). Maryland: Rowman and Littlefield.

Simon, R.I., & Eppert, C. (1997). Remembering obligation: Pedagogy and the witnessing of testimony of historical trauma. Canadian Journal of Education/Revue canadienne de l’éducation, 22 (2) 175-191.

Bogdan, D. & Eppert, C. (1996). Literacy. In J.J. Chambliss (Ed.), Philosophy of education: An encyclopedia (pp. 360-62). New York: Garland Press.  







Teaching

Graduate and Undergraduate Courses Taught

EDSE: 503/505: Curriculum Foundations
EDSE 501: Witnessing, Imagination, Transformation
EDSE 501: Curriculum of the Heart: Ethics, Emotions, Well-Being
EDSE 401/501: Mindfulness, Wisdom, and Contemplative Pedagogies for a More Compassionate, Just, and Sustainable World
EDSE 501: Witnessing Social Suffering/Trauma Through Literature and the Arts
EDSE 501: Literacy, Literature Education, and Social Change
EDSE 610: Doctoral Research Seminar
EDSE 427/451: Advanced Professional Term in English Language Arts Teaching


Courses

EDSE 327 - Curriculum and Teaching for Secondary School English Language Arts Majors I

Prerequisites: *9 in the Major subject area, EDPY 304, EDU 100/300, 210, and 211. Corequisite: Courses in the Introductory Professional Term (IPT) for the Secondary Education Route. Successful completion of the on-campus portion of the IPT is expected prior to being granted permission to continue into EDFX 350. Note: Not open to first year students.

Winter Term 2021
EDSE 328 - Curriculum and Teaching for Secondary School English Language Arts Minors

Prerequisite: *9 in the Minor subject area; pre/corequisites: EDU 100 or 300, EDU 210, and EDU 211. Note: EDSE 328 is not open to first year students or students whose Major is English Language Arts.

Winter Term 2021
EDSE 427 - Curriculum and Teaching for Secondary School English Language Arts Majors II

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Corequisite: EDSE 451. Successful completion is expected prior to being granted permission to commence EDFX 450.

Fall Term 2020
EDSE 451 - Integrating Theory and Classroom Practice in the Advanced Professional Term

Prerequisites: Introductory Professional Term and *24 in the Major subject area. Corequisite: Courses in the Advanced Professional Term for the Secondary Education Route including EDFX 450. Students may not receive credit for both EDFX 451 and EDSE 451.

Fall Term 2020
EDSE 501 - Conference Seminar

Prerequisites: consent of Instructor and Department. May include alternate delivery sections; may require payment of additional student instructional support fees. Refer to the Fees Payment Guide in the University Regulations and Information for Students section of the Calendar.

Winter Term 2021 Fall Term 2021

Browse more courses taught by Claudia Eppert

Scholarly Activities

Research - Research Presentations


Keynotes, Plenaries, & Invited Presentations (Selected)

Eppert, C. (2018, May). Education in crisis: Witnessing, Bildung, and a responsive transformative imagination. Paper presented at A. Speltz and B. Schmenk (Co-Chairs) Imagination in German educational thought workshop. Waterloo Centre for German Studies, University of Waterloo, Kitchener, Ontario, Canada.

Eppert, C. (2017, May). Well-being, curriculum, & transformative envisioning in the Anthropocene. Paper presented at T. Falkenberg (Chair), Symposium on Student mental well-being and well-becoming. Faculty of Education, University of Manitoba. Manitoba, Canada *see link below. 

Conrad, D., Eppert, C.,  Salverson, J. Soutar, A. (2017, May). Plenary session on Complexities of environmental witnessing through theatre: Engaging Soutar’s Watershed. Canadian Association for Theatre Research (CATR) at Congress. Toronto, Canada. 

Mitchell, C., Eppert, C. Johnston, I., Low, B. McKerracher, A., Ng-A-Fook, N, & Starr, L. (2017). With a Flourish! Our Teaching/Our Research/Our Well-Being. [On-line]. Panel presentation at C. Mitchell (Chair). What does it mean to flourish in the academy? Provoking Curriculum Conference 2017. Institute for Human Development and Well-Being. McGill University. Montreal, Quebec, Canada.  *See link below.

Eppert, C. (2015, June). Discussant paper presented at Lisa Farley and Aparna Mishra Tarc (Co-Chairs), CACS Presidential panel: A new climate for Canadian curriculum studies: Environment, human, animal. Ottawa, Ontario, Canada.

Eppert, C. (2014, October). Intercultural wisdom: Questions of loss, ethics, & hope. Paper presented in B. Pinar, W. Doll, & D. Trueit (Chairs), 2014-2015 Seminar Series on International perspectives in curriculum and pedagogy. University of British Columbia, Vancouver, BC, Canada. 

Eppert, C. (2014, May). Mindfulness, society, and educational transformation. Paper presented at K. Franklin (Chair), Approaches to mindfulness and well-being in education. Symposium conducted at the Association of Canadian Deans of Education (ACDE) at the Canadian Society for the Study of Education (CSSE). Brock University, St. Catherine’s, Ontario, Canada.

Eppert, C. (2013, May). Compassionate youth engagement. Paper presented at plenary session at Critical Canadian Youth Studies Conference, University of Calgary, Canada. 

Eppert, C. (2013, March). Awakening education: Mindfulness and contemplative pedagogies for a just and compassionate World. Paper presented at the U. of A. Faculty of Education Research Forum. University of Alberta, Edmonton, Alberta.

Eppert, C. (2012, May). Perennial wisdom, transcultural dialogue, and social transformation. Keynote paper presented at George Richardson (Chair), International Symposium on Transcultural Dialogues II: Contemporary Educational Research in Canada and China. Faculty of Education, University of Alberta, Edmonton, Alberta.

Eppert, C. (2006, March). The ‘wisdom of forgiveness’ and reflections on witnessing as curriculum in the project of reconciliation/pedagogy. Paper presented at Workshop on Reconciliation/Pedagogy. School of Education, University of South Australia, Adelaide, Australia. Also presented at the School of Education and Community Studies, Deakin University, Canberra, Australia, and at the School of Education at RMIT University, Bundoora Campus, Melbourne, Australia.


Peer Reviewed Conference Presentations  (Selected)

Eppert, C. & Snoble, K. (2019, April). Ecological well-being and children’s literature on trees: Novel implications for English Language Arts Education. Paper presented at the Literature Sig. American Educational Research Association (AERA), Toronto, Canada. 

Eppert, C. & Snoble, K. (2018, July 12). Rethinking literature education: Young adult literature and holistic journeys to ecological well-being. Paper presented at A Child’s World Conference. Aberystwyth University, Wales, United Kingdom. 

Eppert, C. (2018, April). Witnessing women’s journeys of attentiveness: Wild, sage, poetic, and transformative. Symposium conducted at Curriculum Studies Division B. American Educational Research Association (AERA), New York, NY. US.

Piazza, R., & Eppert, C. (2018, April). Contemplating educational crisis: Engaging the novel Ishmael through Levinas’ astonishment and Badiou’s event. Paper presented at the Critical Issues in Curriculum and Cultural Studies Sig. American Educational Research Association (AERA), New York, NY. US.

Eppert, C. (2018, April). Contemplating change, transformation, and ‘radical transformation’ in the Anthropocene: Learning from the Yijing/I Ching. Paper presented at the Confucianism, Taoism, Buddhism Sig. American Educational Research Association (AERA), New York, NY. US.

Eppert, C. (2018, April). The Architect’s Brother: Questions of hope and social action in the context of past, present, and future trauma. Paper presented at the American Association for the Advancement of Curriculum Studies (AAACS), New York, NY. US.

Piazza, R. &  Eppert, C. (2017, October). Contemplating humility in the Anthropocene. Paper presented at the Centre for Global Citizenship Educational Research (CGCER), Edmonton, Alberta. Canada.

Eppert, C. (2017, May). Educational journeying and ‘The Empty Cup’: Reconsidering heart and loss of heart in the Anthropocene. Paper presented at Critical Issues in Curriculum and Cultural Studies Sig at American Educational Research Association (AERA). San Antonio, Texas. US. 

Eppert, C. (2017, April). Discussant. Pedagogy of heart, being, and (non) action. Paper presented at American Educational Research Association (AERA): Confucianism, Taoism, Buddhism and Education Sig. San Antonio, Texas. US. 

Piazza, R. & Eppert, C. (2017, May). Challenging humility & wisdom in the Anthropocene. Canadian Philosophy of Education Society Sig (CPES) at Canadian Society for Studies in Education (CSSE). Toronto, Canada.

Eppert, C. (2017, February). Rhythms, loss, & the restoration of the cellular beloved: Ruminations on M.S. Merwin’s (2014) Unchopping a Tree & Berg and Seeber’s (2016) The Slow Professor. Provoking Curriculum Conference. McGill University, Montreal, Canada.

Eppert, C., Piazza, R., Jacobsen, K., (2016, October). Mindfulness and contemplative practice in the ELA classroom. Panel presented at the English Language Arts Council of Alberta (ELAC). Edmonton, Alberta, Canada. 

Eppert, C. (2015, June). Toward intercultural contemplative education. Paper presented in H. Bai (Chair), Symposium Contemplating contemplative education. Symposium conducted at Canadian Philosophy of Society (CPES) Sig. at the Canadian Society for Studies in Education (CSSE). Ottawa, Ontario, Canada.

Eppert, C. (2015, May). Introduction. In C. Eppert (Chair), Ethics, intercultural dialogue, and socio-environmental transformation in the 21st century: Learning from African, Buddhist, Cree, Sufi, and Yoga wisdom. Symposium conducted at the International Association for the Advancement of Curriculum Studies Conference (IAACS), Ottawa, Ontario, Canada.

Eppert, C. (2014, May). Questions of hope: Contemplative practices, environmental suffering, and social justice education. Paper presented at Canadian Association for Curriculum Studies (CACS) Sig at the Canadian Society for Studies in Education Conference (CSSE). Brock University, St. Catherine’s, Ontario, Canada.

Eppert, C. (2013, July). Deepening awareness among undergraduate pre-service English language arts teachers of complexities concerning the teaching of environmental issues through literature and the arts. Roundtable paper presented at the Council on English Education (CEE) Conference. Colorado State University, Fort Collins, Colorado, USA.

Eppert, C. & Nguyen, T. (2013, November). Intercultural philosophy, global citizenship, and social/environmental justice education. Paper presented at International Decolonizing Global Citizenship Education Conference organized by the Centre for Global Citizenship and Educational Research (CGCER). University of Alberta, Edmonton, Alberta, Canada.

Eppert, C. (2013, November). Inspiring mindfulness, compassion, and well-being through engagements with wisdom-themed children’s picture books and stories. Workshop presentation at the 2nd Interdisciplinary Conference on Educating for Sustainable Well-Being. University of Manitoba, Winnipeg, Manitoba, Canada.

Eppert, C. (2012, July). Hermeneutics and the ‘art of healing’: Implications for ‘intercultural philosophy’ and contemplative studies in curriculum. Paper presented at the International Association for the Advancement of Curriculum Studies, The Fourth World Curriculum Studies Conference (IAACS), Rio de Janiero, Brazil.

Eppert, C. (2008, August). Returning to the breath: Ethical turns and Eastern philosophies. Paper presented at the International Network of Philosophers of Education (INPE). Kyoto, Japan.

Eppert, C. (2003, October). Paulo Freire, Emmanuel Levinas, and Thich Nhat Hanh: Ethics, literacy, and education for social justice in North America. Paper presented at the International Association for the Advancement of Curriculum Studies. Shanghai, China. 

Eppert, C. (2001, December). From ethics to pedagogy: Emmanuel Levinas and relations of learning in the imaginative recollection of historical trauma. Plenary session paper presented at the Fourth International Convention of the Forum on Contemporary Theory. Conference Theme: Ethical Turns in Literary and Cultural Studies. Konark, India. 




Symposium: Student Mental Well-Being & Becoming