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

Abstract

This paper weaves together concepts drawn from the eight limbs of yoga as conceived by Patanjali (Iyengar, 1991; Stone, 2009), sustainable education principles and practices (Orr, 1994; Sterling, 2001), the quest for an undivided life (Brown, 2012; 2017; Hanh, 2008; Palmer, 2004) and Indigenous pedagogy/teachings and worldview and the concepts of living a good life - Mino-pimatasiwin (Absolon, 2011; Hart, 2012). It argues that sustainability values and practices develop along a continuum that can be fostered in socio-cultural spaces that recognize the need to start where we are. Personal stories as well as practical strategies, resources, and literature will be offered as practices that can be used across the lifespan to foster intergenerational conversations grounded in respect, reciprocity, responsibility, and relevance (Kirkness & Barnhardt, 2001) and in an effort to develop personal perspective, ethics, and efficacy for social action (Newton, 2003; Lewison, Flint, & Van Sluys, 2002). A case is made for education as sustainability from cradle to grave wherein the ultimate purpose of education - formal and informal, intentional and incidental, theory and practice, home and school - is ultimately to develop a sustainable self, family, community, and world that reaches lifewide and lifelong across diverse cultural, social, and land-based contexts (Clark, 2005, McKnight & Block, 2012).