Hostname: page-component-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-17T20:40:08.193Z Has data issue: false hasContentIssue false
  • English
  • Français

Environmental education and ecological spiritual intelligence: the case of Basque mythology

Published online by Cambridge University Press:  14 December 2020

Fernando Echarri-Iribarren Open the ORCID record for Fernando Echarri-Iribarren [Opens in a new window]  and
Víctor Echarri-Iribarren
Fernando Echarri-Iribarren*
Affiliation:
Department of Environmental Biology, University of Navarra, Pamplona, Spain
Víctor Echarri-Iribarren
Affiliation:
Department of Architectural Constructions, University of Alicante, Alicante, Spain
*
*Corresponding author. E-mail: fecharri@unav.es
Get access Rights & Permissions [Opens in a new window]

Abstract

Since its conception, environmental education has carried out numerous plans, strategies and programmes aimed at restoring an adequate person–nature relationship, addressing the main environmental problems that threaten the planetary ecosystem balance. Even though environmental education proposes an integral education, it is infrequent that the spiritual dimension of the person appears reflected in its programmes. However, spirituality, which often manifests itself by providing affect and meaningful significant life experiences, aims to be a key factor in the development of lasting pro-environmental behaviours. Promoting and valuing ecological spiritual intelligence is configured as an interesting advance for environmental education. For example, starting from the cultural-naturalistic values provided in every part of the territory. As an example, we propose the one made in the Basque country (Spain), using the spirituality contained in the Basque mythology.

Keywords

environmental educationecological spiritual intelligenceaffectsignificant life experiencesmultiple intelligencesecospirituality
Type
Research/Practice Articles
Information
Australian Journal of Environmental Education , Volume 37 , Issue 2 , July 2021 , pp. 120 - 131
Check for updates
Copyright
© The Author(s) 2020. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abram, D. (1996). The spell of the sensuous: Perception and language in a more-than-human world. New York: Vintage Books.Google Scholar
Abram, D. (2010). Becoming animal: An earthly cosmology. New York: Pantheon Books.10.1080/14688417.2010.10589067CrossRefGoogle Scholar
Arnheim, R. (1969). Visual thinking. Berkeley and Los Angeles, California: University of California Press.Google Scholar
Bai, H. (2013). Peace with the earth: Animism and contemplative ways. Cultural Studies of Science Education, 10(1), 135–147.10.1007/s11422-013-9501-zCrossRefGoogle Scholar
Barandiarán, J.M. (1979). Mitología vasca. San Sebastián: Ed. Txertoa.Google Scholar
Baroja, J.C. (1974). Algunos mitos españoles. Madrid: Ediciones del Centro.Google Scholar
Beringer, A. (1999). On ecospirituality: True, Indigenous, Western. Australian Journal of Environmental Education, 15, 17–22. doi: 10.1017/S0814062600002561 CrossRefGoogle Scholar
Berry, T. (1988). The dream of the earth. San Francisco: Sierra Club Books.Google Scholar
Borg, M., & Wright, N.T. (1999). The meaning of Jesus. Two visions. New York: Harper Collins.Google Scholar
Browning, G. (2014). Sabbath and the common good: An Anglican response to the environmental crisis. PhD thesis, Charles Sturt University, Australia. Retrieved from https://researchoutput.csu.edu.au/en/publications/sabbath-and-the-common-good-an-anglican-response-to-the-environme-3 Google Scholar
Carson, R.L. (2012). El sentido del asombro. Madrid: Ediciones Encuentro. (1ª ed. 1956).Google Scholar
Castro, J.M. (2012). Aproximación a la inteligencia espiritual. Gran Canaria: ISTIC Instituto superior de teología de las Islas Canarias-Sede Gran Canaria.Google Scholar
Chawla, L. (2001). Significant life experiences revisited once again: Response to Vol. 5(4) ‘Five critical commentaries on significant life experience research in environmental education’. Environmental Education Research, 7(4), 451–461. doi: 10.1080/13504620120081313.CrossRefGoogle Scholar
Clayton, S., & Myers, G. (2015). Conservation psychology. Understanding and promoting human care for nature. Oxford: Wiley Blackwell.Google Scholar
Commonground. (n.d.). Songlines. Retrieved from: https://www.commonground.org.au/learn/songlines Google Scholar
Cossio, M.B. (1929). De su jornada (fragmentos). Madrid: Imp. de Blass.Google Scholar
Environmental education and Basque mythology. Retrieved from https://basquemythology.com Google Scholar
Flowers, M., Lipsett, L., & Barrett, M.J. (2014). Animism, creativity, and a tree: Shifting into nature connection through attention to subtle energies and contemplative art practice. Canadian Journal of Environmental Education, 19, 111–126.Google Scholar
Frederickson, L.M., & Anderson, D.H. (1999). A qualitative exploration of the wilderness experience as a source of spiritual inspiration. Journal of Environmental Psychology, 19(1), 21–39.10.1006/jevp.1998.0110CrossRefGoogle Scholar
Gardner, H. (2010). La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI. Madrid: Paidós. (1ª ed. 2001).Google Scholar
Gigliotti, L.M. (1990). Environmental education: What went wrong? What can be done? The Journal of Environmental Education, 22(1), 9–12. doi: 10.1080/00958964.1990.9943040CrossRefGoogle Scholar
Giordan, A. (Coord.) (1993). Educación ambiental: principios de enseñanza y aprendizaje. (Serie de Educación Ambiental nº. 20, del Programa Internacional de Educación Ambiental UNESCO-PNUMA). Bilbao: Libros de la Catarata.Google Scholar
Hawks, S.R. (1994). Spiritual health: definition and theory. Wellness Perspectives, 10(4), 3-11.Google Scholar
Hesse, H. (2012). El caminante. Madrid: Caro Raggio.Google Scholar
Holy See (2015). Encyclical letter Laudato si’ of the Holy Father Francis on care for our common home. Retrieved from http://www.vatican.va/content/dam/francesco/pdf/encyclicals/documents/papa-francesco_20150524_enciclica-laudato-si_en.pdf Google Scholar
Ingold, T. (1987). The appropriation of nature: Essays on human ecology and social relations. Iowa City: University of Iowa Press.Google Scholar
Ingold, T. (2000). The perception of the environment. Essays in livelihood, dwelling and skill. London and New York: Routledge.Google Scholar
Iozzi, L.A. (1989). Part one: Environmental education and the affective domain. Journal of Environmental Education, 20(3), 3–9.10.1080/00958964.1989.9942782CrossRefGoogle Scholar
Keniger, L.E., Gaston, K.J., Irvine, K.N., & Fuller, R.A. (2013). What are the benefits of interacting with nature? International Journal of Environmental Research and Public Health, 10, 913–935. doi: 10.3390/ijerph10030913.CrossRefGoogle Scholar
Kollmuss, A., & Agyeman, J. (2002). Mind the gap: Why do people act environmentally and what are the barriers to pro-environmental behavior? Environmental Education Research, 8(3), 239–260. doi.org/10.1080/13504620220145401.CrossRefGoogle Scholar
Leopold, A. (1966). A sand county almanac. New York: Oxfor University Press.Google Scholar
Lowan-Trudeau, G. (2013). Indigenous environmental education research in North America. A brief review. In Stevenson, R.B., Brody, M., Dillon, J., & Wals, A.E.J., (Eds.), International handbook of research on environmental education (pp. 404–408). New York and London: Routledge.10.4324/9780203813331-54CrossRefGoogle Scholar
Mallarach, J.M. (Coord.). (2008). Valores Culturales y Espirituales de los Paisajes Protegidos. Volumen 2 de la serie Valores de los Paisajes Terrestres y Marinos Protegidos. Sant Joan les Fonts: UICN, GTZ y Obra Social de Caixa Catalunya.Google Scholar
Massumi, B. (2002a). Movement, affect, sensation. Parables for the virtual. Durham and London: Duke University Press.Google Scholar
Massumi, B. (ed.) (2002b). A shock to thought. Expression after Deleuze and Guarttari. London and New York: Routledge.Google Scholar
May, M. (1988). Towards a new cosmology of environment. Australian Journal of Environmental Education, 4, 9–21. doi: 10.1017/S0814062600001191 CrossRefGoogle Scholar
Newell, J. (2008). Christ of the Celts. Glasgow: Wild Goose publications.Google Scholar
Ortiz-Osés, A., & Garagalza, L. (2006). Euskal mitología/mitología vasca. Izena duen guztia omen da/todo lo que tiene nombre es. Donostia-San Sebastián: Kutxa fundazioa/fundación Kutxa.Google Scholar
Palazuelo, P. (2011). Palazuelo. La línea que sueña. Madrid: Galería de arte Fernández-Braso.Google Scholar
Palmer, J. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. London: Routledge.Google Scholar
Plumwood, V. (2002). Environmental culture: The ecological crisis of reason. New York: Routledge. doi: http://dx.doi.org/10.14201/teoredu2014261115140.Google Scholar
Riley, K., & White, P. (2020). ‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education. Australian Journal of Environmental Education, 1–11. doi: 10.1017/aee.2019.30 Google Scholar
Skamp, K. (1991). Spirituality and environmental education. Australian Journal of Environmental Education, 7, 79–86. doi: 10.1017/S0814062600001889 CrossRefGoogle Scholar
Straker, J., Potter, T.G., & Irwin, D. (2017). Untrodden paths: A critical conversation about wilder places in outdoor education. Canadian Journal of Environmental Education, 22, 97–114.Google Scholar
Summer Courses. (2019). University of Navarra. Retrieved from: https://www.unav.edu/web/verano-2019/cursos-de-verano/cursos/euskal-mitologia-eta-ingurumen-heziketa Google Scholar
Tanner, T. (1980). Significant life experiences: A new research area in environmental education. Journal of Environmental Education, 11(4), 20–24.10.1080/00958964.1980.9941386CrossRefGoogle Scholar
Thoreau, H.D. (2004). Walden. Princeton: Princeton University Press.Google Scholar
Torralba, F. (2011). Inteligencia espiritual. Barcelona: Plataforma editorial.Google Scholar
Tsevreni, I. (2011). Towards an environmental education without scientific knowledge: An attempt to create an action model based on children’s experiences, emotions and perceptions about their environment. Environmental Education Research, 17(1), 53–67. doi: 10.1080/13504621003637029.CrossRefGoogle Scholar
van Boeckel, J. (2015). At the heart of art and earth: An exploration of practices in arts-based environmental education. Environmental Education Research, 5(21), 801–802. doi: 10.1080/13504622.2014.959474.CrossRefGoogle Scholar
Vining, J., & Merrick, M.S. (2012). Environmental epiphanies: Theoretical foundations and practical applications. In Clayton, S.D. (Ed.), The Oxford handbook of environmental and conservation psychology (pp. 485–508). New York: Oxford University Press. doi: 10.1093/oxfordhb/9780199733026.001.0001.Google Scholar
Whitman, W. (1981). Leaves of grass. Barcelona: Mayol Pujol. (1ª ed. 1891).Google Scholar
Williams, K., & Harvey, D. (2001). Transcendent experience in forest environments. Journal of Environmental Psychology, 21, 249–260.10.1006/jevp.2001.0204CrossRefGoogle Scholar
Wolman, R. (2001). Thinking with your soul. Spiritual intelligence and why it matters. New York: Harmony Books.Google Scholar
Yenawine, P. (2013). Visual thinking strategies. Using art to deepen learning across school disciplines. Cambridge: Harvard Education Press.Google Scholar