Promoting Sustainable Wellbeing: Integrating Positive Psychology and Environmental Sustainability in Education

Abstract

This article proposes an integrative policy approach to defining and promoting wellbeing through the joint lenses of positive psychology and environmental sustainability. The study suggests that while both positive education and environmental education address various aspects of wellbeing, a common definition is still absent. The study proposes a framework for advancing a mutual concept of wellbeing: “sustainable wellbeing”, integrating aspects of individual wellbeing and the wellbeing of the environment. Sustainable wellbeing is achieved when improving individual wellbeing is correlated with improving the wellbeing of other members of society and the natural environment. It suggests a framework for integrating the benefits of positive education and environmental education into a coherent approach for exploring, discussing, and experiencing sustainable wellbeing. The paper mainly develops, explores, and demonstrates ten rules for implementing sustainable wellbeing literacy in schools, based on cognitive behavioral therapy and positive psychology insights. It contributes to the development and understanding of wellbeing, highlights the benefits of parallel developments of two distinct educational fields, and offers practical guidelines for implementing educational programs. Furthermore, the paper contributes to developing 21st century educational systems and further develops the emerging field of positive sustainability.

Caring for Worldviews in Early Childhood Education: Theoretical and Analytical Tool for Socially Sustainable Communities of Care

“…These aims are closely connected to what Helne and Hirvilammi [69] and, also Ronen and Kerret [70], have defined as sustainable well-being, which is the well-being of an individual in relation to the wellbeing of the environment. Ronen and Kerret [70], p. 1 wrote that "Sustainable wellbeing is achieved when improving individual wellbeing is correlated with improving the wellbeing of other members of society and the natural environment". Societal fragmentation, socioeconomic struggles and (mental) illness in families, child poverty and exclusion are notable problems regarding many children's possibilities of experiencing well-being.…”

“…The ECEC has a central role and opportunity for creating sustainable well-being, by promoting children's interests, knowledge, and values [15,16]. These aims are closely connected to what Helne and Hirvilammi [69] and, also Ronen and Kerret [70], have defined as sustainable well-being, which is the well-being of an individual in relation to the wellbeing of the environment. Ronen and Kerret [70], p. 1 wrote that "Sustainable wellbeing is achieved when improving individual wellbeing is correlated with improving the wellbeing of other members of society and the natural environment".…”

“…Thus, the norms and values for caring that surrounds the child construct the community of care and create borders for inclusion and exclusion [25,26]. To create a community of care, which supports social and cultural diversity and inclusion [32] as well as children's well-being [69,70] and sense of belonging [23,63,66], the teachers' understanding for the importance of children's right to their secular, spiritual or religious aspects/sides of themselves is vital. Establishing inclusion here, refers to the children's own perception of how they and their peers care about each other, and appreciate one another's different identities and cultural legacies [32].…”

Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education

“…Blending these elements can define and inform the strategies necessary for ongoing sustainability that interdependent relationships with outdoor environments require (Kress & Lake, 2018;Vander Ark et al, 2020). By fostering increasing connections about local systems in nature for placebased educative practices through the affirmative inclusion of Indigenous TEK and narratives, contemporary environmental consciousness can be fostered (Nesterova, 2020;Ronen & Kerret, 2020;Sobel, 2014). As conservationist T. T. Williams (1997) reminds her audiences, "Storytelling is the oldest form of education" (p. 4).…”

“…By examining the place-based properties, symbols, and members of an outdoor environment, the interdisciplinary processes and reciprocity of related TEK are defined for students (Gruenewald, 2003;Nesterova, 2020;Sepie, 2017). Inclusive learning in nature by students with Indigenous societies such as the EBCI is critical to effecting progressive environmental stewardship by comprehensively evaluating those evolving interactions (Nesterova, 2020;Ronen & Kerret, 2020;Sobel, 2014). Lowan-Trudeau (2012) notes how these active conversations between a land, its alliances, and people, acknowledge and authenticate the core of numerous Indigenous place-based identities.…”