Ecological dynamics as a theoretical framework for development of sustainable behaviours towards the environment

Abstract

This paper proposes how the theoretical framework of ecological dynamics can provide an influential model of the learner and the learning process to pre-empt effective behaviour changes. Here we argue that ecological dynamics supports a well-established model of the learner ideally suited to the environmental education context because of its emphasis on the learner-environment relationship. The model stems from perspectives on behaviour change in ecological psychology and dynamical systems theory. The salient points of the model are highlighted for educators interested in manipulating environmental constraints in the learning process, with the aim of designing effective learning programmes in environmental education. We conclude by providing generic principles of application which might define the learning process in environmental education programmes. IntroductionHeimlich and Ardoin (2008) argued that theories of behaviour change can provide useful insights on designing effective learning experiences in environmental education. They discussed theoretical perspectives on skill acquisition and a variety of behaviour change models, examining how each might be utilised to enhance environmental education. Their analysis highlighted the complexity of the learning process because uni-dimensional perspectives on learning do not adequately take into account individual differences between learners. With respect to this issue, Courtenay-Hall and Rogers (2002) proposed a more multi-dimensional approach to behaviour change that accepted the importance of critical thinking and action, exploring behaviour change through engaging the social and ecological systems of each individual. Their ideas raise a couple of questions: how might a multi-dimensional approach to environmental education constrain future attitudes and behaviours of individuals towards the environment? How might such a theoretical model detail how the learner learns and the nature of the learning process, as attitudes and behaviours emerge from direct experience in environmental education programmes? (see Ballantyne and Packer 2009).

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

“…Measuring the worth of programme outcomes for different participants remains difficult, particularly considering long-term benefits, because several variables are likely to impact on results [55]. Research has examined the impact of AEP on specific outcomes, such as resilience, through quantitative studies [56][57][58].…”

An Ecological Dynamics Perspective on Adventure Tourism

“…Ecological dynamics (ED) is a framework that integrates key ideas in ecological psychology and dynamical systems theory (Brymer & Davids 2012, 2014. ED has a foundation in the complexity sciences, motivating a conceptualization of an individual as a complex dynamic system (Kelso, 1995) composed of many interdependent, interacting subsystems or domains (e.g., physical, cognitive, social, emotional).…”

“…ED has a foundation in the complexity sciences, motivating a conceptualization of an individual as a complex dynamic system (Kelso, 1995) composed of many interdependent, interacting subsystems or domains (e.g., physical, cognitive, social, emotional). It has been employed to interpret behavior in a variety of fields such as health, psychology, sport, outdoor education, adventure sports, and environmental education (Brymer & Davids, 2012, 2014, 2016Brymer, Davids, & Mallabon, 2014;Clough, Houge McKenzie, Mallabon, & Brymer, 2016;Davids, Araujo, & Brymer, 2016;Sharma-Brymer, Brymer, & Davids, 2015;Yeh et al, 2016). In this section we explore the view that the ED framework is ideally suited to the study of adventure tourism because of its focus on the person-environment scale of analysis.…”

“…In this section we explore the view that the ED framework is ideally suited to the study of adventure tourism because of its focus on the person-environment scale of analysis. We propose that an ED framework, predicated on an interactive relationship between the person, activity, and environment, provides a more functional approach than some traditional models, which contain an inherent "organismic asymmetry" (Brymer & Davids, 2012, 2014Dunwoody, 2006). The concept of organismic asymmetry refers to an inherent bias in science for seeking explanations of human behavior based on internal mechanisms and referents.…”

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“…From a constraints-led approach (Keith Davids, Button, & Bennett, 2007;Newell, 1986), behaviours emerge from the dynamical interaction between each individual, the environment and task constraints (Brymer & Davids, 2013;Chow et al, 2006;K. Davids, Araujo, Correia, & Vilar, 2013;Vilar et al, 2012).…”