Fifteenth International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

Adults who are deeply connected with Earth are already engaged in climate change adaptation - a linkage that may be explained, in part, by the wisdom that we care for that which we love. We need theory and praxes on re-connecting adults with Earth. Seeking to address this knowledge gap, I undertook a qualitative research project that asked a simple question: why and how do adults make a paradigm shift from anthropocentrism to ecocentrism? I found that the primary catalyst for becoming ecocentric is a profound experience that awakens empathy with Earth. Empathy relies on imagination and intuition to perceive the affective experience of other Beings. Emerging ecocentrics experienced Earth as a living Being. A critical ecopedagogy involves building a loving relationship with Earth by building awareness of intersectional oppression, thus motivating new lovers to take political action. Ecocentric learning is primarily informal; it is intentional, self-directed, learner-centred and occurs at multiple sites. It is less organized, less structured and more experiential than nonformal learning. Ecocentric learning is holistic when it is embodied, relational, transpersonal and creative, as well as cognitive. Ecocentric learning is transgressive when it goes against the grain of anthropocentric systems of dominance by engaging in egalitarian intra-actions. For educators, facilitating ecocentric learning requires getting out of the classroom and outdoors in the community. Educators who foster deep relationality are comfortable and skilled in facilitating transpersonal experiences of At-Oneness with Earth.