Abstract: In this paper we compare and contrast the Theory of Planned Behavior (Ajzen, 1985) with Social Exchange Theory (Homans, 1958) as conceptual foundations for eliciting pro-environmental behavior. We reason that Social Exchange Theory provides the better orientation because of its metaphorical power in casting humankind as being in a reciprocal relationship with nature rather than being in a superior position over nature. We illustrate our thinking by discussing ecosystem services (Melillo & Sala, 2008) as nature’s contribution to humankind in return for humankind’s responsible environmental stewardship.Continue Reading
Abstract: This field experiment investigated effects of a descriptive norms-based sign combined with five footprint sticker decal prompts directing individuals to help save energy by using a revolving door, as opposed to a swing door, to exit a mixed-use building. We found that the percentage of individuals using the revolving door increased in both conditions (weekday and weekend day) after we implemented the sign and decals. Notable considerations in creating descriptive norms-based signage to encourage environmentally responsible behavior in mixed use buildings are discussed.Continue Reading
Abstract: Finding time for place-based instruction can be difficult using a traditional ground classroom or online format. This is a case study report showing how blending the two modalities can increase opportunities to go more in depth on environmental topics. This blending of both classroom and online creates a sense of place and encourages teaching with multiple learning styles. The increased classroom flexibility allows more individualized instruction for student’s needs and interests. This report will share how an environmental biology class implemented a blended learning class over two semesters. Results of this pilot show an increased student effort by allowing for more varied learning about the local environment.Continue Reading
This paper describes a role-playing, negotiation “game” based on the Xayaburi Dam in Laos. We have used this activity in our graduate programs as a tool for bringing to life the complexities of decision-making around natural resources, economic development, and sustainability. Over the past several years of using the game in the classroom, we have found it to be an effective means of exposing students to the kinds of opportunities and constraints that different stakeholders face as well as the kinds of communication and negotiation tactics they might use to influence outcomes. We provide background on the real-world situation on which we based the fictional scenario for the game and discuss the learning outcomes we have observed.
Abstract: This thought piece proposes the adoption of a new “3 Rs” to inform a climate-responsive environmental and sustainability education (CRESE): reclamation, resilience, and regeneration. As a changing climate becomes the larger campus of our learning, denial and top-down emergency preparedness both prove to be insufficient. We are invited into a deeper approach. Reclamation and resilience fold in (1) the saving of enduring biocultural lifeways and patterns and (2) the dynamic flux-states of panarchic socioecological resilience models. These two partner with (3) regeneration: context-responsive social collaborations; eco-socially-embedded capacity building systems; and the promise of regenerative design. These three approaches allow us to re-envision educational systems and encounters that are proactive rather than only reactive or responsive in metabolizing persistent climatic volatility. These three approaches – reclamation, resilience, and regeneration – echo the three approaches to climate change that Pelling has suggested (2009) – mitigation, adaptation, and transformation. Note, however, unlike Pelling’s model, these approaches are conceived as simultaneously requisite literacies and movements rather than as competing. Reclamation, resilience, and regeneration represent ever-more-complex types of capacities and support capacity building aimed together toward life-supportive, dynamic, complex systems transformations. Environmental and sustainability education that fosters skills of reclamation includes preservation, conservation, recording, and the establishment of libraries and sanctuaries of exemplar systems. Environmental and sustainability education (ESE) for resilience includes network extension and adaptive capacity building. ESE for regeneration nurtures emergent complex systems metacognitions, creativities, and transformative, transgressive social approaches that are connective, disruptive, and innovative and model and embody complex emergence. Regenerative ESE fosters skills to facilitate catalysis of emergent regeneration, self-organization, and transformation into more complex living systems. All of these position embedded learners in pro-active, systems-intensive embodiments of the types of living networks that foster survival, flexibility, thriving, and phase-change during our entry into a time of consistent climate turbulence.Continue Reading
Abstract: A conceptual sustainability taxonomy has been needed to better communicate the value of sustainability, to align sustainability scholars’ theories and sustainability educators’ practices, and to develop curriculum, teaching, learning, and assessment to enhance college students’ comprehension of and commitment to sustainability across general, major, and co-curriculum. Original conceptual research, including the grounding of a conceptual sustainability taxonomy with early career student affairs educators in higher education, presents a grounded conceptual sustainability taxonomy (Alive, Survive, Strive, Thrive) for educating college students and initiating scholar-practitioner contemplation, discussion, and research.Continue Reading
We report an evaluation of a place-based education (PBE) teacher professional development program that aimed to understand the perceived impact of PBE on students and teachers, constraints to implementation of PBE in schools, and strengths and limitations of the professional development program, as identified by teachers. Nine teachers, the full 2014 cohort of participants in Wilderness Inquiry’s PBE professional development program, completed a written reflection exercise and were interviewed following the implementation of a PBE lesson or unit developed as part of their professional development program. Findings indicate that teachers perceived PBE to have several important impacts on students, including stronger engagement in learning, enhanced collaboration, and heightened significance for the concepts learned. Teachers also perceived impact on themselves, including professional growth, sense of fulfillment and an expanded repertoire of teaching approaches. However, there were perceived constraints to implementing PBE, including support from peers and administrators, time, money, weather, and the composition of the class. This research adds to a growing body of research reporting positive impacts of PBE. Teachers’ feedback on the professional development program highlighted specific aspects of an effective professional development program. An enhanced understanding of the benefits of and challenges to PBE and program characteristics that maximize teachers’ time at a professional development program will help educators and curriculum developers to better support, develop, and encourage the implementation of PBE in standardized curriculum.Continue Reading
This case study describes a problem-based and service learning module in which undergraduate students participated in a community-based project. Students joined a group consisting of local non-governmental organizations (NGOs), public and private organizations, concerned citizens, and city officials to tackle issues concerning the local watershed. The case study took place over a number of years from 2014 to 2016 and will continue in subsequent academic years with a new group of multidisciplinary students.
Students put together documentation for a grant application that resulted in the city receiving $2.5 million dollars in grant money towards sustainable stormwater management systems. This aspect of the project included extensive data collection and analysis, much like the kind of work water conservationist in the field would perform. Students continued the work by using the data to plan and design appropriate, site-specific best management practices (BMPs) for the campus and in subsequent courses will implement these designs on site.
The mode of instruction described in this case study proved quite engaging to the students because it put them in the heart of an actual local project, doing work that was removed from a purely academic exercise – thereby offering a real-world scenario as field employees. The goal is to provide hands-on instruction that inspires and engages students and allows them to apply concepts of watershed management as a service to their local community.
The human-nature relationship can be quantified using connection to nature indicators. A mail survey of conservation gardeners (n = 180) provided insight into four such indicators (Connectedness to Nature Scale, Nature Relatedness Scale, Environmental Motives Scale, and Inclusion of Nature in Self Scale). The indicators selected allowed for the evaluation of nine parameters in relationship to the outdoor recreation, employment, and demographic characteristics of individuals. The outdoor recreation categories resulted in the highest number of significant relationships. Non-consumptive activities, such as bird watching and hiking, were positively correlated with indicators reflecting equality with nature. Consumptive activities (fishing, hunting) and those requiring equipment or movement away from home (backpacking, camping, and kayaking) were positively correlated with indicators reflecting comfort in large-scale nature. The employment and demographic variables had few significant relationships; volunteering demonstrated weak positive relationships with several indicators, as did female gender. This research provides information about the indicators in terms of what they reflect and how they may be influenced by a person’s background.Continue Reading
Sustainability education examines the confluence between society, environment, and economy. Yet, an overemphasis on economy has historically trumped attention to the other sphere’s needs. Such an imbalance, editors David Selby and Fumiyo Kagawa argue, calls for a radical reconceptualization of sustainability education. In their book, Sustainability Education Frontiers: Critical Transformative Voices from the Borderlands of Sustainability Education, they invite authors from ten different countries to discuss how sustainability education can be transformed to meet the needs of a diverse and interconnected world.Continue Reading
In 1999, the National Association of Social Workers (NASW) in the United States published a policy statement on the environment that acknowledged the social work profession’s apparent “lack of interest” in environmental issues, and called for a new urgency among social workers to address the challenges of pollution, environmental contamination, and resource depletion. Despite this call for urgency and the increasing certainty of widespread social and environmental crises due to climate change, the integration of ecological concepts into mainstream social work education and practice has been slow and sporadic. Only recently have some social workers begun to openly discuss a re-centering of social work within a sustainability paradigm, emphasizing the importance of interconnectedness among humans and the natural world, interdisciplinary alliances and partnerships, and holistic justice-focused practice. This paper explores the potential for a case study assignment in a Master of Social Work (MSW) program to help make explicit connections between sustainability concepts introduced in the classroom and the practical application of these concepts in a wide range of social work practice settings. Three sample case studies from students are presented, and advantages and challenges of this pedagogical approach are discussed.Continue Reading
In this book review the author summarized the text, Systems thinking made simple: New hope for solving wicked problems by Derek and Laura Cabrera (2015). In the text, cognitive thought is described as a complex adaptive system and four simple rules of thinking are included as an approach to problem solving.Continue Reading
Stakeholders have become increasingly vocal about companies’ sustainability impacts, and corporations have responded by issuing sustainability reports that discuss and gauge performance metrics for a variety of social and environmental dimensions. These corporate sustainability reports are public domain and contain a wealth of longitudinal data that could be used by stakeholders, including educators and students. However, these reports appear to be vastly underutilized due to insufficient knowledge of and skills for assessing corporate sustainability information. This article presents the SPA (Sustainability Performance Assessment) System (Paun 2015), an educational tool for mentoring students in corporate sustainability performance research. The Global Reporting Initiative’s (GRI) G4 framework forms the model underlying SPA. A student learning outcomes survey reported that 96% of the respondents said the SPA System reduced sustainability report complexity through enhancing their sustainability knowledge and/or analytical skills. More specifically, student feedback indicated an increased understanding of sustainability both as a concept and from a business perspective, and the improved ability to assess and compare corporate sustainability performance based on sustainability report information and data.Continue Reading
Abstract: This case example outlines a study away experience in Costa Rica focused around the Life Principles of Biomimicry for the purpose of stimulating connection with and affection for nature. Janine Benyus (1997), author or Biomimicry: Innovation Inspired by Nature, has long been cited for her declaration that affection is conservation’s linchpin. To address the tendency of some sustainability learning to propel learners into fear and despair, this learning experience was centered around positive solutions and emotional inspiration in nature. An outline of lesson plans, assignments, and activities all designed to foster affection for nature are outlined here for other educators who wish to foster the affective domain in sustainability learning.Continue Reading
This document is a provisional draft that has emerged out of an initial “State of the Field” issue and database, published in JSE in 2014 and a follow-up conference in Winter of 2015.
Jaimie Cloud of the Cloud Institute has been the lead organizer and author of this document. See the opening pages for the large number of additional contributors.
A process for comment and revision will be announced during Spring/summer 2016.Continue Reading
Abstract: Geography supports place-based inquiry for the learner, applying the old environmental adage of “think globally, act locally” to environmental problem solving. Many within and outside of the discipline of geography see it as a highly appropriate home for sustainability studies. Yet despite a history of human-environment education, place-based relevancy, and support from professional research or education organizations, studies show that geography does not always take a lead role in sustainability education. In the following, we revisit the contested histories of geography and sustainability education and show support for geography-led sustainability curriculum. The scope of this research is universities which have self-identified as leaders in campus sustainability, using the Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking, Assessment, and Rating System (STARS) participation as an indicator. To best understand the current relationship of geography and sustainability studies in higher education, this study examines the role of geography in offering “Sustainability Focused” courses as reported by AASHE STARS institutions with geography programs. The results show that although geography departments are highly utilized when present at an institution, there is still much room for improvement both within geography departments and campus-wide. We then discuss the implication of these findings, both for the discipline of geography and for students of sustainability.Continue Reading
Just as place scholarship reaches across and through many disciplines, so this issue ranges widely, including 14 scholarly features as well as media reviews, case studies, photo and poetic essays, and sustainability journeys. Disciplinary lenses include the arts, sociology, philosophy, natural resource management, sports science, and archaeology, among others.Continue Reading
As a background for these student responses, I would first like to describe the distinguished program they are a part of at Pasadena City College (PCC). The Early Career Undergraduate Research Experience (eCURe) is a program at PCC that provides students with an undergraduate research experience in the natural or physical sciences at the onset of their scientific careers. This unique experience inspires enthusiasm for scientific research by introducing students to research projects with broader impact in terms of sustainability, energy, the environment and emerging scientific technologies. In this particular eCURe research group led by Dr. Jillian L. Blatti, students have devised methods of synthesizing sustainable paints and testing their resultant properties; they have transposed their tested methods into lesson plans to engage local high schools in scientific outreach efforts, inspiring the next generation of scientists and science educators in sustainability education. As part of this outreach effort, students collaborated with Penn State University’s Nanotechnology Applications and Career Knowledge (NACK) Network in their Remotely Accessible Instruments for Nanotechnology (RAIN) program to bring hands-on experience with advanced analytical equipment to high school students via the Internet, including a scanning electron microscope and atomic force microscope, which they used to analyze sustainable paints they crafted in the classroom. In these highly interdisciplinary and collaborative projects, PCC students are learning to integrate concepts from their science courses into a research-based setting, generating novel questions, designing experiments, analyzing the results, and communicating their science to a broad audience. This innovative community college research program has inspired our students at PCC to continue scientific research in sustainability that they have become passionate about as they transfer to four-year institutions. What follows is accounts of chemical research in sustainability in the chemistry research laboratories at Pasadena City College, the eCURe students’ ‘sense of place’, and how it impacted their views on sustainability research and education.Continue Reading
Abstract: With the challenge of exploring a particular rural site and responding with installations of type, students investigate the intersection of place, preconception, knowledge, experience and design. With a project named 4 (or 5) letters in a field, student teams participate with the changing conditions of a site and audience to alter the meaning of a place.Continue Reading
Ezimora et al JSE Nov 2015 Hope Issue PDF share: Bookmark on Delicious Digg this Recommend on Facebook Tip on Hyves Mixx it up Share via MySpace Share on Orkut Share on Reddit Share with Stumblers Tweet this Follow this posts commentsContinue Reading
Abstract: This article reports on an autoethnography in which eight researchers interrogate their experience in a cohort-based education for sustainability advanced certificate program for evidence of practices that generated hope and agency, and worked against the hopelessness that can come with studying problem as big and seemingly insurmountable as sustainability. They found that learning about and tackling wicked problems as a community of practice undermined debilitating pessimism and generated productive hope and collective action.Continue Reading
Abstract: Opportunities abound for educators to rethink the way teaching and learning occurs for today’s students. Taking time to focus on learning outdoors, on making healthy choices, and on fostering a sustainable learning and living environment is transforming the way schools work across the nation. Through the lens of the three pillars of the U.S. Department of Education Green Ribbon Schools (ED-GRS), this article described examples from a range of school sites and includes the voices of administrators, teachers, and staff in revisiting how we teach, learn, and lead. Helpful tips regarding school sustainability round out the article to provide “next steps” for the reader.Continue Reading
Abstract: If we are to educate the coming generation about the threats to the environment and the consequences of the excesses of human actions on our planet, educators need to consider critical pedagogy as a means of engaging students in thought and action. This article examines texts from prominent sustainability advocates and researchers, analyzing how they frame sustainability on a spectrum of hope that will then enable educators to address sustainability education with a realistic sense of agency while preparing students to meet the challenges for a sustainable future. Suggestions for pedagogical applications are included for each category across the spectra of hope.Continue Reading
Abstract: For five years we taught a field philosophy course in Isle Royale National Park to study if and how wilderness experience, coupled with a care-based and community-focused curriculum in place-based ecology and environmental ethics, could help students develop empathy for nonhuman nature. Empathy for the natural world can positively impact environmental attitudes and behaviors; empathy also plays an important role in citizenship skills and actions. Using a constructivist grounded theory qualitative analysis of student pre-, on-, and post-course writing, we found that students consistently demonstrated shifts in empathetic awareness and individual agency all years but one, when the course size was larger. Several factors impacted the development of an empowered sense of self and moral agency, including: the use of narrative and storytelling in the curriculum, the inclusion of student-driven choice-based assignments, and group size. Experiential environmental learning focused on the development of empathy can provide a meaningful path for students to bridge moral agency, environmental attitudes and knowledge, and citizenship skills and behavior so they can connect their values with action These results have consequential impacts for sustainability learning and action.Continue Reading
Abstract: In his landmark book Native Science (2000), indigenous educator Gregory Cajete eloquently articulates the motivations and questions that drive this study. For Cajete, effective education of our time entails “finding heart.” Finding heart is an active process within and beyond the person. It is evident in ethically and spiritually grounded work and being that embody meaningful connection to and care for others and nature (p. 288). This article relates to the process of finding heart through sustainability education. It presents a grounded-theory-based study of aspects of sustainability education that motivate or detract from activating hope and agency among undergraduate college students. Specific aspects of conceptual and social engagement, as well as the duration of these effects, are examined in some depth, with the voices of students themselves reflecting the diversity, depth, and power of their experience. The author concludes by suggesting that generating hope and agency among students is a vitally important outcome for sustainability education as part of the larger movement for sustainability. She also suggests curriculum design considerations for effectively activating hope and agency among students.Continue Reading
Abstract: The anthropocene era is one that is rife with ecological and social crises. Although many have been aware of the enormity of these problems and their systemic roots, the widespread educational response has not been sufficient in preparing youth to take part in creating a more just and sustainable world. Climate change is an umbrella issue for much of what the worlds facing. It is time for teachers to take the lead in using the classroom as a place to bring relevant, critical, joyful education that will lead to action in this crucial time. The following article is a book review for A People’s Curriculum for the Earth, a powerful resource for helping teachers equip students to confront our interconnected global crises, especially the climate crisis, and to highlight stories of teachers, activists, and organizations working to make a difference.Continue Reading
Abstract: Integrating contemplative methods into discussions of sustainability can create a sense of hope and agency in our students. In this case study, I present four tools that I use in my upper-level undergraduate/graduate seminar to engage students more deeply in reflection on topics in environmental ethics.Continue Reading
Abstract: Through several original poems and contextual narrative reflection, “Finding Hope and Gratitude in the Climate Change Classroom” explores what it means to be a climate change educator and reflects on the author’s own experiences with cultivating agency and hope in the classroom.Continue Reading
Abstract: The author has written extensively about American Indian relationships to the natural world with a focus on his published concepts of kincentricity and kincentric ecology (Salmon, 2000). Both are explanatory models of how American Indian cultures feel a sense of direct relationship and responsibility toward their surroundings. Traditional American Indians understand that they are directly related to everyone and everything in their natural surroundings. Everything in one’s environment is animated with a life force. How then does one teach kincentric ecology in an urban environment? A suggestion is to assign projects that will help students recognize the relationships happening all around them and to recognize that we humans exist in a relationship with everything around us. The author devised a project asking students to make periodic observations of the sun and/or moon. In the process of their observations students were asked to become aware of and to journal about their surroundings during their observations. The result was that students became periodically immersed in their natural surroundings and were, therefore, exposed to a facet of kincentricity.Continue Reading
Abstract: Hope is a human process of discovery and perseverance that is based in personal values, a vision of the future, and a sense of purpose. This essay gives a brief overview on the role of phenomenological research in discovering the meaning of people’s lived experiences, such as the experience of hope. An example of phenomenological research on field ecologists’ lived experiences of climate change is provided in order to illuminate the experience of “silver linings” as the experience of hope while living in the midst of the dark cloud of climate change. An overview of a reflective curricular activity designed to cultivate hope and purpose in sustainability studies is provided.Continue Reading
Abstract: The authors engage in a written dialog about their experiences with and understanding of hope and agency in the context of higher education happening in the midst of many converging crises of sustainability. The authors discuss their personal and professional views about teaching sustainability and about leading and collaborating in sustainability-oriented efforts. They consider sustainability and sustainability education efforts as both internal processes that take place within the person and external processes oriented toward others and the world. They explore questions of leadership and authority in relation to hope and agency and discuss the importance of making and communicating honest appraisals of the current situation of humans and the biosphere as a basis for fostering clear-eyed hope and agency in themselves and students.Continue Reading
Abstract: Book review of The Forest Garden Greenhouse by Jerome Osentowski.Continue Reading
Abstract: Renowned author and professor Randall Amster embraces peace ecology as a way to engage in cooperative actions and practices that build community and foster resilience. Peace Ecology bridges the gap between social and environmental sciences, highlighting important ethical and interdisciplinary aspects of the field of peace studies and showing how these relate to both human communities and the places in which they are embedded.
Amster, R. (2015). Peace ecology. New York: Routledge.Continue Reading
Abstract: This essay examines Randall Amster’s book Peace Ecology as a critical intervention articulating vital connections among discourses from peace and justice studies (on one hand) and the most vexing problems addressed by sustainability studies (on the other): from violent conflict and social inequity to environmental injustice and global ecocide. Reading this dialogue through the lens of hope, the author argues that Amster’s synthesis of this research provides effective tools for helping educators, students and practitioners of sustainability to generate new thought – and direct action – around these issues. By cataloguing and analyzing the many successes of ecological peacebuilding without absolving the paradigms of thought that continue to propagate war against people and planet, Amster empowers us to avoid both the trap of despair and the delusion of complacent optimism in order to foster the conditions that promote human beings’ mutually-beneficial peace and coexistence with each other and with the Earth.Continue Reading
Abstract: Martin Mulligan’s An Introduction to Sustainability: Environmental, social and personal perspectives reviews the history of sustainability science, placing emphasis on the social-ecological model. This model introduces the importance of personal values and choices. He discusses topics around four themes: limits to growth, diversity, community and resilience. It is well-written, informative and novel.
Mulligan, M. (2014). An Introduction to Sustainability: Environmental, Social and Personal Perspectives. New York: Routledge. ISBN-13: 978-0415706445Continue Reading
Medrick JSE Nov 2015 Hope Issue PDF Abstract: This article examines the purpose, design, process, and operations of Prescott College’s PhD Program in Sustainability Education. It describes how students come into the program, participate in foundational course work, operate within a cohort framework, and provide feedback and support for each person’s […]Continue Reading
Abstract: Since Michael Crow, President of Arizona State University, founded the School of Sustainability in 2006, sustainability has become a central focus at the University. ASU offers both undergraduate and graduate degrees in sustainability, from Bachelor’s degree to Ph.D. level. The author, the Dean of the School of Sustainability at ASU, discusses how the University’s programs foster hope and agency among students and prepare them to address the pressing challenges of living and working sustainably. The author focuses primarily on curricular strategies and also addresses some extra-curricular strategies employed at ASU. He also discusses post-graduate employment patterns of alumni who have built upon their educational experience at ASU to become agents advancing sustainability in their work.Continue Reading
Abstract: The concept of hope is rich in context, and working with it from different angles can enhance inner resources. Framing hope as a process offers tools for sustainability educators: subjective exploration, empathy development, critical thinking, and civic engagement.Continue Reading
Abstract: Development of a sustainable relationship with our natural resources is an imperative for any meaningful quality of life as climate change poses the ultimate test of our adaptability as a species. The consequences of failing to respond will be catastrophic and irrevocable over a millennial time scale. During the environmental century, higher education has an ethical imperative to provide the foundation of a sustainable civilization. Higher education is broadly failing to meet this mandate. Most existing programs in environmental and sustainability science and studies provide inadequate training and lack budgetary autonomy equivalent to established academic units. Although many universities define sustainability through operational activities, the primary purpose of higher education is not operational sustainability — it is teaching, learning, scholarship, and outreach. Developing the capacity for proactive adaptation will require us to examine how we conduct teaching and research across the spectrum of higher education institutions. Education and research for proactive adaptation to rapid ecological change affecting human and natural systems is necessary if we are to produce holistic managers to conserve our natural heritage. All undergraduates should acquire basic ecological and sustainability literacy. Teaching, learning, and scholarship for sustainability must become the highest priority in higher education. Collectively, faculty have the power to implement these reforms.Continue Reading
Too much of education, especially following the Western Enlightenment model and its increased use of scientific, quantifiable metrics, has seemed to completely forget that love and emotional intelligence have everything to do with what and how well the human child learns. In a globalizing society facing shared environmental and social crises of existential proportions, this forgotten understanding is fatal to real hopes of education for sustainability and healthy human and planetary life. Love is simply too critical an emotion to understand and incorporate into education, and it has been too long left out in the cold. But cold it has been for the human mind focusing on only rational/objective and emotion-denying forms of learning and intelligence, creating minds unmoved by the thus un-felt facts of an increasingly globally warming and more confused world.Continue Reading
This article is an introduction and exploration of the potential for a new approach to mental healthcare. This approach blends mental health treatment with nature and service for a therapy that is systemically beneficial for the individual, the community, and nature together. Called nature-based therapeutic service (NBTS), it is a method within the construct of ecotherapy that is both nature-based and service oriented. It involves empowering clients to serve nature, to develop relationship, build skills, connect to the community, and gain a sense of purpose and fulfillment. Foundational fields related to NBTS include ecopsychology, sustainability education, biophilia, service learning, the study of altruism, trans-species psychology, and other psychological theories. Based on research from these contributing fields, the assumption is that a mutually beneficial therapeutic approach can reconnect humans with nature for individual and community sustainability, through the power of relationship, compassion, empowerment, and love.Continue Reading
This article utilizes theoretical inquiry to explicate the value of cultivating biophilia within higher education settings. The author provides several suggestions to promote participation in the sustainability movement while also cultivating biophilia. The definition of biophilia is explored within the context of sustainability education and a link is made to the theme of this JSE issue. Thus, this article provides both theoretical exploration of utilizing biophilia in an educational context and it offers suggestions for implementation of a form of curriculum and pedagogy that promotes the understanding and practice of sustainability that is applicable in many settings.Continue Reading
This conceptual article presents the Head, Heart and Hands Model for Transformational Learning. The model was conceptualized from a synthesis of diverse literature, such as sustainable education, transformative learning theories, placed-based learning, indigenous learning approaches, experiential learning, eco-literacy, curriculum theory and conceptual change in science classes. Transformative processes are necessary to change the prevalent anthropocentric eco-paradigm of western culture toward more sustainable values and behaviors. Head, hand and heart is a holistic approach to developing ecoliteracy introduced by Orr (1992) and expanded by Sipos, Battisti and Grimm (2008). The model shows the holistic nature of transformative experience and relates the cognitive domain (head) to critical reflection, the affective domain (heart) to relational knowing and the psychomotor domain (hands) to engagement. Pugh’s (2002) pragmatic construct of transformational learning experience offers an analytic tool for measuring transformational experiences through expanded perception (cognitive), expanded value (affective) and active use of learned concepts (psycho-motor). This model not only represents the multi-dimensional nature of transformative processes, it also includes the importance of learning context. The context of place provides a framework of authentic experience for deeper reflection, sense of belonging and body/sensory stimulation that acts as a catalyst for deep engagement required for transformation. Literature in the domain areas are discussed as well as the importance of nature connection and love of place to sustainability values and pro-environmental behaviors.Continue Reading
The ecological crisis is a crisis of relationship, and the way forward lies in building more reciprocity, respect, and love into human relationships with each other and with the rest of nature. What is needed is a great economy of give-and-take in which what each takes in is balanced by what each gives out. Nature provides the model for this reciprocity in the biological process of breathing in and breathing out. The rhythm of the breath, found in every life form as well as in every larger community in which living beings participate, provides a powerful model for human decisions and actions in every arena of life. By copying the rhythm of the breath, humans can learn from the wisdom of nature’s economy to revolutionize our relationships with one another and with the larger-than-human world. I discuss the economic model of the modern world and its devotion to linear increase and accumulation, or breathing in without limit, and how profoundly this pattern contradicts the reciprocal model of biological life. I offer historical examples of reciprocal economies among the Northwest Coast Indians in the potlatch ceremony and among ancient Israelites in the Year of Jubilee. I then offer examples of reciprocal practices that emphasize the breathing-out or giving-back half of the breath cycle and that can be practiced in daily life. I suggest that activities of any kind that engage people in giving back, such as showing appreciation, extending care, or pausing for meditation, contribute directly to sustainability because they address the giving-back half of the breath cycle, which is missing or underexplored in modern life.Continue Reading
Table of Contents: JSE March 2015 — Sustainability: What’s Love Got to Do with It? PDF: Gurecki JSE March 2014 Love Issue Abstract: The impacts associated with products such as solar lamps and rain water harvesting tanks often tend to focus on economic, environmental, and health indicators. Authors Gurecki and Makori make the case for […]Continue Reading
This article attempts to fill a gap in the sociological literature by detailing how I taught a sociology course ‘Society and Climate Change’. I discuss the theories I used to frame my course – Barry Commoner’s laws of nature (1976) and Patricia Hill Collin’s intersectionality (2009) – and then I present and analyze the pedagogical practices I used that attempted to put these two theories into practice by embodying connectedness through love, in order to create what David Korton refers to as an ‘earth community’ (2010).Continue Reading
‘Sustaining Love’ explores education for sustainability as a psycho-cultural transformation rooted in moments of personal emotional enmeshment in Nature. It is argued that while technical and economic development provides some of the necessary conditions for meeting our collective sustainability challenge, our choices along the way must be informed by a sense of identity and shared fate with infra-human species and the natural world.Continue Reading
The Sustainability Education Framework for Teachers (SEFT) intends to build a capacity for educators to be able to understand: (i) the broad, complex nature of sustainability, (ii) the problem-oriented, solution driven nature of sustainability, and (iii) how sustainability connects to them as both citizens and classroom teachers. SEFT embraces four ways of thinking––futures, values, systems, and strategic which are conceptualized as being bi-directional and interconnected. The framework aids in linking sustainability topics that are seemingly disparate to the novice teacher population by building upon knowledge, skills, and attitudes necessary for problem solving with respect to complex sustainability challenges. Imagined as a conceptual framework, it offers organizing principles for examining and considering sustainability problem/solution constellations in a coherent fashion. The framework provides the opportunity for self-reflection and independent enquiry by considering and learning through real world foci. Likewise, SEFT offers a logical framework for working in interpersonal, intragroup, and intergroup situations. The four lenses require considering critical inquiries related to societal values, equity, and visions of the future; unpacking the status quo; and exploring and articulating pathways towards a sustainable tomorrow.Continue Reading
Renewable energy has become an important priority to the development of human society. The authors proposed an innovative “Proposing-Learning” model to improve the renewable energy education at the university level, in which the student community was extensively involved in the selection, development and assessment of a capstone project. In this project, a hybrid energy harvesting system prototype comprised of a bamboo wind turbine and solar panels was developed at the University of Vermont. The project idea was initially proposed through an online collective intelligence voting system, and then discussed in a committee comprised of students, faculty, staff and alumni members. A group of undergraduate students, representing different engineering disciplines, worked with the faculty advisors to create the prototype successfully. Good assessment was received from the students and local community for the project. Finally, the authors discussed the future effort to improve this education model and the potential applications of the hybrid renewable energy system.Continue Reading