ENVIRONMENTAL & SOCIAL JUSTICE
Higher Still... ...continued from page 60
1. First, we must recognize that simply providing information about environmental issues is not enough. We need to pay attention to developing pro-environmental concerns and attitudes. We need to help people learn about environmentally positive actions they can take and their effectiveness. Information without the corresponding attitudes and skills is unlikely to result in change. 2. Second, we must recognize that people’s environmental iden - tity — or how they see themselves in relation to the environment and non-human nature — matters. We can encourage pro-environmen- tal views through appealing to self-transcendent values and life goals, while avoiding reinforcement of self-enhancing values and goals. 3. Finally, education programs that take a comprehensive ap- proach to address ecological understandings, feelings, and behavior can result in increased knowledge, more pro-environmental attitudes, and the adoption of more pro-environmental behaviors. Bruce Johnson is Professor of Environmental Learning, University of Arizona, and International Program and Research Coordinator, The Institute for Earth Educa - tion. This article is an edited version of his presentation at the 28th International Con - ference on the Unity of the Sciences, in April 2022. It was first published in the online environmental magazine The Earth & I (theearthandi.org), June 22, 2022. Copyright and reprinted with permission by the Hyo Jeong International Foundation for the Unity of Sciences (HJIFUS). Editorial Note: The Institute for Earth Education, Greenville, WV, is an interna - tional non-profit that creates holistic earth education programs and trains learners of all ages to live more lightly on the earth. Its education programs emphasize under - standing basic ecological processes, developing positive feelings for the natural world, and making personal lifestyle changes. The institute published the following books by Steve Van Matre: Acclimatization (1972); Sunship Earth (1977); Earth Education: A New Beginning (1990); Earthkeepers: Four Keys to Helping Young People Live in Har- mony with the Earth by Van Matre, S., & Johnson B. (1988); Sunship III: Perception and Choice for the Journey Ahead by Van Matre, S., & Johnson, B. (1997); Ranger of the Earth: Young People Responding to the Planet’s Call for Help by Van Matre, S., & Farber, L. (2005). A complete bibliography is included in the edited transcript of Dr. Johnson’s presentation in the ICUS XXVIII conference proceedings publication. https://www.ieetree.org/
feelings for the Earth and its life, crafting more harmonious lifestyles, and participating in environmental planning and action. All earth education programs include substantial time for partici- pants to experience nature first-hand through highly participatory activities. As an example, Sunship III: Perception and Choice for the Journey Ahead, is designed to help young adolescents begin to craft lifestyles that will have less impact on the natural systems of our plan- et. The program is designed around the nature of young people at this stage of life, becoming more independent, making more decisions, and interacting with peers in new ways. Participants are invited to a three-day residential “Commencement Exercises,” held away from school and home. To learn about the eco- logical systems that support us, four ecological concepts are explored through outdoor, participatory activities designed to take these ab- stract concepts into reality. For instance, to learn about energy , they visit “Solarville” to order a pizza, discovering the often-hidden ways energy is used in our daily lives. To learn about the cycling of materials , they become workers at the “Cycle Factory,” operating the air, water, and soil cycles. Feelings are enhanced through activities like “Objet Trouve,” an exhibit of na- ture’s art that participants create as well as view, and at “Magic Spots,” where they can experience solitude with the elements of life. Applying their new understandings, perceptions, and choices in their homes and schools is the focus of the “Quest” they embark on after the three-day commencement exercises. Participants, who are encouraged to seek truth, adventure, and harmony, work together in small sharing groups to support each other. For instance, they inter- view role models in their community who are using energy and ma- terials wisely, demonstrating care for natural places and things, and developing a deep personal relationship with the Earth. Research on Earth education programs has investigated changes in participants’ understandings, values and attitudes, and pro-environ - mental behaviors. Results consistently demonstrate increased under- standing, more pro-environmental attitudes, and more environmen- tally positive behaviors. Next Steps Individuals can change their own behaviors, engage in group ac- tions, and vote for candidates and policies that will lessen our impact on the environment. Many people across the globe have taken these and other steps. How do we encourage even more to do so? Education is a key, but it must be more than just formal schooling. To be successful, we need to keep in mind what we know about why people act as they do and how we can encourage pro-environmental views and actions. How’s those photos on your website looking? Tired of trying to stand-out in a crowded field? In this very noisy world of ours, it can be difficult to reach the people you need to reach but I’m here to help you with that!
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PATHWAYS—Spring 23—69
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