A Contemplative Approach in the Framework of Environmental Education
The Potential of Mindfulness
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Abstract
This article investigates the potential of contemplative learning through mindfulness in the framework of environmental education. Human alienation from the rest of nature and the separation from the more-than-human others are approached under the lens of eco-phenomenology. Fifty undergraduate students at a Pedagogical Department experienced mindfulness techniques in natural places and reflected on their experiences. The research results revealed that mindfulness contributed to the sensorial and embodied experience of nature as well as to their interaction and participation in the more-than-human world. However, difficulties and challenges also emerged. Contemplative environmental learning could contribute to the healing of human alienation from the rest of nature and the establishment of an embodied, sensorial empathy for all living creatures.
Contributor Notes
Irida Tsevreni is an Assistant Professor in Environmental Education at the Department of Early Childhood Education of the University of Thessaly. Her research interests include environmental education, critical pedagogy of place, children's participation, holistic education, human-nature relationship, ecophenomenology, and contemplative environmental learning. ORCID: