Strengthening ecological mindfulness through hybrid learning in vital coalitions

Sol, Jifke; Wals, A.E.J.

doi:10.1007/s11422-014-9586-z

Cited by 31 publications

(19 citation statements)

References 8 publications

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“…In Sol and Wals (2015) we have explored and experienced the concept of reflexivity within a Dutch Policy Framework on Biodiversity and found it to be a condition in enhancing the emergence of social learning processes and its outcomes. In this article, we assume that reflexivity fosters the reorientation of ideas, values, aims, others, roles, visions etc.…”

Section: Aim Of Research and Research Questionmentioning

confidence: 99%

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Sol

Wal

Beers

et al. 2017

Environmental Education Research

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Regional sustainability networks in the Netherlands are rooted in regional culture and have an emphasis on social learning and effective collaboration between multiple actors. The national 'Duurzaam Door' (Moving Forward Sustainably) Policy Programme regards these networks as generative governance arrangements where new knowledge, actions and relations can co-evolve together with new insights in governance and learning within sustainability transitions. In order to understand the dynamics of the learning in these networks we have monitored emergent properties of social learning between 2014 and 2016. Our focus is particularly on the interrelated role of trust, commitment, reframing and reflexivity. Our aim is to better understand the role and the dynamics of these emergent properties and to see which actors and roles can foster the effectiveness of social learning in regional transitions towards more sustainable ways of living. We used a retrospective analysis with Reflexive Monitoring in Action (RMA), which we combined with the Most Significant Change approach. We found that reflexivity in particular is a critical property at moments that can make or break the process.

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Section: Aim Of Research and Research Questionmentioning

confidence: 99%

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Sol

Wal

Beers

et al. 2017

Environmental Education Research

Self Cite

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“…Humanity is facing increasingly complex environmental and sustainability challenges (Kates et al 2001 ; Sol and Wals 2015 ). They are a manifestation of what sustainability scientists describe as a “systemic world” characterized by multiple causations, interactions, complex feedback loops, and inevitable uncertainty and unpredictability (Lang et al 2012 ).…”

Section: Introductionmentioning

confidence: 99%

“…Current coordination mechanisms, problem-solving strategies, and modes of scientific inquiry, teaching, and learning appear insufficient to address global sustainability challenges (Sol and Wals 2015 ). As a result, expanded consciousness, embodied in notions such as mindfulness, compassion and empathy, is emerging as a potential new area of exploration to address these challenges (Edwards 2015 ; Goleman 2011 ).…”

Section: Introductionmentioning

confidence: 99%

Mindfulness in sustainability science, practice, and teaching

et al. 2017

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This paper explores the current role of mindfulness in sustainability science, practice, and teaching. Based on a qualitative literature review that is complemented by an experimental learning lab, we sketch the patterns and core conceptual trajectories of the mindfulness–sustainability relationship. In addition, we assess this relationship within the field of climate change adaptation and risk reduction. The results highlight that notions such as ‘sustainability from within’, ‘ecological mindfulness’, ‘organizational mindfulness’, and ‘contemplative practices’ have been neglected in sustainability science and teaching. Whilst little sustainability research addresses mindfulness, there is scientific support for its positive influence on: (1) subjective well-being; (2) the activation of (intrinsic/ non-materialistic) core values; (3) consumption and sustainable behavior; (4) the human–nature connection; (5) equity issues; (6) social activism; and (7) deliberate, flexible, and adaptive responses to climate change. Most research relates to post-disaster risk reduction, although it is limited to the analysis of mindfulness-related interventions on psychological resilience. Broader analyses and foci are missing. In contrast, mindfulness is gaining widespread recognition in practice (e.g., by the United Nations, governmental and non-governmental organizations). It is concluded that mindfulness can contribute to understanding and facilitating sustainability, not only at the individual level, but sustainability at all scales, and should, thus, become a core concept in sustainability science, practice, and teaching. More research that acknowledges positive emotional connections, spirituality, and mindfulness in particular is called for, acknowledging that (1) the micro and macro are mirrored and interrelated, and (2) non-material causation is part of sustainability. This paper provides the first comprehensive framework for contemplative scientific inquiry, practice, and education in sustainability.

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“…Grabow et al. (2018) demonstrate a connection between mindfulness and sustainability practices, like pro‐environmental behaviors (see also Patel and Holm 2018; Sol and Wals 2015; Wamsler et al. 2018), and this is an exciting turn.…”

Section: Resultsmentioning

confidence: 99%

Resilient Learners, Learning Resilience: Contemplative Practice in the Sustainability Classroom

Goralnik

Marcus

2020

New Drctns for Teach & Learn

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Strengthening ecological mindfulness through hybrid learning in vital coalitions

Cited by 31 publications

References 8 publications

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Reframing the future: the role of reflexivity in governance networks in sustainability transitions

Mindfulness in sustainability science, practice, and teaching

Resilient Learners, Learning Resilience: Contemplative Practice in the Sustainability Classroom

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