Environmental stewardship education in the Anthropocene (part two): a learning for environmental stewardship conceptual framework

The now issue, educating for an equitable and sustainable future, presents a conundrum for educators and policy makers. The environmental challenges and uncertainties of the Anthropocene together with the confounding impacts on identity development and wellbeing in adolescents from globalisation, consumerism, narcissism, celebrity obsession and the "I" culture bring a suite of 21st century challenges to the education profession. A considered response to how education may evolve to meet these challenges is presented here in a learning for environmental stewardship conceptual framework, an outcome of doctoral research by Marcia Thorne at James Cook University. The learning for environmental stewardship conceptual framework views the matter of socio-environmental care in a wholistic and integrative way and seeks to improve human wellbeing concurrent with care of the natural environment. The framework ambitiously connects biophilia, learning to care, wellbeing, critical thinking, problem solving, scholarship, social-ecological resilience and environmental stewardship; and is a synthesis of interdisciplinary theories and environmental stewardship education principles and research. Through learning how to care for the natural environment the framework prioritises intrinsic values to fulfil innate biophilic needs; promotes an intrinsic motivation and reward cycle and wellbeing; fosters pro-environmental behaviour; and, seeks to cultivate greater resilience to meet Anthropogenic stressors.

The Social Educator

The Social Educator

36

1328-3480

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