Ecosocial education for heritage and wellbeing

Introduction to ecosocial education

Ecosocial education is an interdisclipinary approach that aims to foster a sustainable and equitable world by integrating ecological and social perspectives. It is a new concept, introduced in the Finnish core curriculums for basic and general upper secondary education to answer the need for a new kind of civilization and learning which can enable us to aspire well-being within the limits of one planet (Laininen 2019, 17).

Arto O. Salonen & Marjatta Bardy (2015, 4) describe an ecosocially educated person as someone who recognizes all the interdependencies between ecological, social and economic realities. These interdependencies manifest as various entanglements, chain reactions or cycles. For example, economy interacts with nature and occurs within socio-cultural relationships. Most forms of human activity lie in the intersection of ecology, economy and social spheres. (Salonen & Bardy 2015, 7.)

Arto O. Salonen describes in a slideshow about their article (Helsinki.fi. n.d.) with Marjatta Brady, that the 4 main ways to increase ecosocial thinking are:

Try to define moderation and sufficiency. What is enough and what isn't?
Expand your view of responsibility, meaning try to perceive the world not from a human-centered perspective but rather from an ecosystem-centric perspective.
Nurture interpersonal relationships. Focusing less on self and being more outward focused increases satisfaction and reduces the significance of material things.
Develop your systems thinking. A functioning market economy requires comprehensive information on which we base our choices on.

Transformative learning and ecosocial education

Transformative learning is examined as a pervasive element and enabler of the civilization process. It is stated that civilization itself can be regarded as a transformative learning process through which the core values (below) of ecosocial education are refined into internalized competences (Laininen 2019, 17):

Systemic worldview
Responsibility
Sufficiency
Interpersonality
Connectedness to nature
Future orientation

From the point of view of ecosocial education, there are two particularly interesting approaches to transformative learning: socio-emancipatory approach and planetary approach. Socio-emancipatory approach has roots in Freire's (1984) thinking and the strenghts of this approach are the addressing of real-life problems and the aim to renew learners' own perceptions of reality through critical reflection and dialogue, empowering them to effect societal change. Laininen cites Taylor (2008, 8) when describing teachers more as a co-learners and "agents of change" alongside students in this approach to transformative learning (Leininen 2019, 2).

Planetary approach is recognizing the interdependencies among the universe, earth, nature, humanity and human life. So in addition to the social context, humans are seen as part of an ecological and planetary whole. The goal of learning from the point of view of this approach is to reform social systems to be more sustainable. Leininen cites O'Sullivan, Morrell, and O'Connor (2002, p. xvii) to tell about the definition that represents this planetary approach to transformative learning:

Transformative learning involves a deep, structural shift in beliefs, thoughts, feelings, and actions. This leads to a renewal of consciousness in a way that dramatically and permanently changes our way of being in the world. The change involves our understanding of ourselves and our place in the world – our relationship to other people and nature.

Ecosocial educations connection to intangible cultural heritage

Intangible cultural heritage as a whole is closely connected to many of the same principles of both ecosocial education (and its core values above) and wellbeing:

Sustainability (sustainable practices related to for example agriculture, conservation of resources, social systems and respecting nature)
Strong cultural identities and social cohesion (Fostering strong cultural identities and working toward common goals)
Holistic approaches to well being, including the physical, mental and spiritual sides of it (comparing this to ecosocial education and planetary wellbeing, in both wellbeing includes not only the health of people but also the health of the environment)
Adaptability (moderation, thoughts on sufficiency and expanding your view of responsibility to be more ecosystem-centric rather than human-centric)
Intergenerational learning (passing of important and valued knowledge between generations, preserving and adapting cultural & environmental practices and overall continuity in caring for the planet)

To better explain the connection between all three (ecosocial education, intangible cultural heritage and transformative learning), Finnish National Agency for Education (Vihreälehto, n.d.) has an article on their site on Agenda 2030 and how culturally sustainable education involves not only the preservation of cultural practices but also their transformation and development in the present. It is also noted that cultural sustainability is also important for ecological sustainability: through art or cultural heritage, attention can be drawn to ecological problems and in this way awareness regarding them can be raised. There have been suggestions that for solving the ongoing ecological problems, people need to change their culture, and this involves transformative learning (Vihreälehto, n.d.).

References

Helsinki.fi. n.d. Kestävyyskasvatuksen materiaalipankki yleissivistävään opetukseen. Web-Page. Cited 10.6.2024. https://blogs.helsinki.fi/kestavyyspankki/ekososiaalinen-sivistys/

Laininen, E. (2019). Transformatiivinen oppiminen ekososiaalisen sivistymisen mahdollistajana. Ammattikasvatuksen aikakauskirja, 20(5), 16–38. https://journal.fi/akakk/article/view/84515

Salonen, A. O., & Brady, M. (2015). Ekososiaalinen sivistys herättää luottamusta tulevaisuuteen. Aikuiskasvatus, 35(1), 4–15. https://doi.org/10.33336/aik.9411

Vihreälehto, I. n.d. Mitä on kulttuurisesti kestävä kasvatus? Web-Page. Cited 12.6.2024 https://www.oph.fi/fi/opettajat-ja-kasvattajat/mita-kulttuurisesti-kestava-kasvatus