Maria Lisa Polegatto June 2024
How do we practice positive sustainability for our individual wellbeing while at the same time focusing on human and environmental systems of sustainability? Spending time nature is a benefit for wellbeing, connecting and being sustainable.
I have always found nature increasing my wellbeing to rejuvenate me and help me connect with the environment. Being in nature gives us wellbeing (forest bathing, hiking, walking, negative ions of the ocean) and it teaches us about the interconnectedness of ecosystems and as we marvel about the awe and wonder of nature, we begin to desire to protect it which leads to the practice of sustainability. Once we understand more about our natural environment, we are in a better position to educate about it and the benefits of it.
Definitions. First, let me define some terms before we go deeper into this post:
Introduction. Sustainable wellbeing is the result of improved individual and societal wellbeing with that of the natural environment which are “interrelated and interactive” (Ronen & Kerret, 2020). While we think our wellbeing is personal, it connects to “social structures and communities” and encounters numerous “social tasks and challenges” as we deal with life and work stresses to be efficient and productive in our communities which are part of our natural environment (Ronen & Kerret, 2020). While we travel through this world, our actions, no matter how small, have an impact on the world around us. A great place to start is to ask the question” “What do we want for our planet and its inhabitants?” (Ronen & Kerret, 2020).
Definitions. First, let me define some terms before we go deeper into this post:
- Environmental literacy is defined, according to the “North American Association for Environmental Education (2004)”, as “an awareness of and concern about the environment and its associated problems, as well as the knowledge, skills, and motivations to work toward solutions of current problems and the prevention of new ones.” (Ronen & Kerret, 2020).
- Wellbeing literacy is defined as “the vocabulary, knowledge and skills that we need to discuss how to improve our wellbeing and the wellbeing of others” (Ronen & Kerret, 2020).
- Positive sustainability is defined as the combination of “both positive and environmental education” viewpoints for an integrated approach adopting “sustainable wellbeing” which focuses on nature and individuals to create “sustainable wellbeing literacy” (Ronen & Kerret, 2020).
Introduction. Sustainable wellbeing is the result of improved individual and societal wellbeing with that of the natural environment which are “interrelated and interactive” (Ronen & Kerret, 2020). While we think our wellbeing is personal, it connects to “social structures and communities” and encounters numerous “social tasks and challenges” as we deal with life and work stresses to be efficient and productive in our communities which are part of our natural environment (Ronen & Kerret, 2020). While we travel through this world, our actions, no matter how small, have an impact on the world around us. A great place to start is to ask the question” “What do we want for our planet and its inhabitants?” (Ronen & Kerret, 2020).
“Only in action does knowledge become wisdom.” Dalai Lama
Since school students are the next generation of wellbeing, the future of the planet, and they can “learn and accept new concepts and habits”, education can play a major role in these goals and the achievement of them through the experience, implementation, and practice of skills to develop “caring environmental citizens” (Ronen & Kerret, 2020).
The promotion of “environmental literacy” is the “main goal of environmental education” in the “United Nations commitments” (Ronen & Kerret, 2020). Quality Education is one of the “United Nations Sustainable Development Goals” (“UN SDGs”) and includes the objective to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development" Gouvernement du Canada, 2024).
The promotion of “environmental literacy” is the “main goal of environmental education” in the “United Nations commitments” (Ronen & Kerret, 2020). Quality Education is one of the “United Nations Sustainable Development Goals” (“UN SDGs”) and includes the objective to "ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development" Gouvernement du Canada, 2024).
SDG Goal 4: Quality Education
4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.
Adopting the UN SDGs in educational frameworks can help achieve an educated society while also providing for a better way of life and wellbeing for all our citizens (Engage Nova Scotia, n.d.).
17 Goals to Transform Our World
The Sustainable Development Goals are a call for action by all countries – poor, rich and middle-income – to promote prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection.
Human wellbeing and environmental quality are a fundamental model of environmental literacy with vital elements being knowledge, “affect (an emotional component), cognitive skills (that include planning), environmentally responsible behavior, and self-control or internal locus of control” and yet, much is still to be learned (Ronen & Kerret, 2020).
Positive Sustainability. A ten-rule framework can be used to change our behaviour related to self care and how we care for the planet to guide us to change our “thoughts, emotions, and behavior while striving for sustainable wellbeing” (Ronen & Kerret, 2020). These ten rules anticipate helping “whole-school programs” including not just “cognitive-behavioral principles” but also mechanisms of educational innovation adopted for giving students who are “active participants” the ability to learning from experience, and the application of the rules, which are:
Acting in small steps is my favorite way to motivate people to act regarding their wellbeing and sustainability. The simple act spending time in nature (wish) can be coupled with picking up at least one piece of trash (obstacle), has a compounding effect on the natural world that could prevent an injury or death and prevents that piece of trash ending up in our food source (outcome) which turns into a repeat action when in nature (plan). I also love the use of the strengths survey above to build confidence and focus on a person’s inner wellbeing and uniqueness while the world is focusing on being similar. We need people’s uniqueness to come forward and make a positive difference in the world.
We need leaders of all ages who can turn “educational frameworks” into avenues for current day “skills and competencies” teaching “critical thinking, communication, collaboration, and creative problem solving” to our youth, keep them engaged and motivated to take positive action instead of apathy for sustainability (Ronen & Kerret, 2020). We also need those educational frameworks to intertwine with nature to enhance the human-nature connection and provide “prompt fundamental reconsideration of wellbeing and sustainability” (Mahony, 2022).
By “synthesizing wellbeing with sustainability”, the concept of “sustainable wellbeing” can evolve through the combination of the individual, environment, and human systems rousing “stewardship’ action through four lenses:
We are guardians of this earth, and our walk is not solo. It is interconnected with many species that we are a part of in all ecosystems. We need to sustain the earth instead of devastating it. We need to find more sustainable ways to put back into the earth what we take from it, such as nutrients. Farmers know how to make peace with the earth and nourish it. Nature and animals in all ecosystems know how to freely sustain the earth (Polegatto, 2020). All humans need to learn how to innovate, be creative and take positive actions to be sustainable.
Quality education is key so our youth can turn global issues into global peaceful solutions and include their knowledge for the benefit of their elders and future generations in sustaining the only home we know (Polegatto, 2024).
Did you take the survey above and identify your strengths?
Positive Sustainability. A ten-rule framework can be used to change our behaviour related to self care and how we care for the planet to guide us to change our “thoughts, emotions, and behavior while striving for sustainable wellbeing” (Ronen & Kerret, 2020). These ten rules anticipate helping “whole-school programs” including not just “cognitive-behavioral principles” but also mechanisms of educational innovation adopted for giving students who are “active participants” the ability to learning from experience, and the application of the rules, which are:
- Focus on Behavior: “think behaviour”,
- Focus on Solutions: focus on goals instead of the problem,
- Be Flexible: be open to multiple ways of solutions,
- Think and Direct Behavior to the Future: focus on “forward-thinking” instead of past events,
- Act in Small Steps: break up action into smaller actions such as WOOP (Wish, Outcome, Obstacle, Plan),
- Think and Feel Positive: think about the benefits to stay positive,
- Identify and Use Strengths: find your top, middle and lesser strengths here on this free survey: https://www.viacharacter.org/,
- Together and Integrative: work together like a “hive” for motivation and effectiveness,
- Find Resources: find resources from stakeholders or community members,
- Look at Policy and Policymakers: become involved in real world activities
Acting in small steps is my favorite way to motivate people to act regarding their wellbeing and sustainability. The simple act spending time in nature (wish) can be coupled with picking up at least one piece of trash (obstacle), has a compounding effect on the natural world that could prevent an injury or death and prevents that piece of trash ending up in our food source (outcome) which turns into a repeat action when in nature (plan). I also love the use of the strengths survey above to build confidence and focus on a person’s inner wellbeing and uniqueness while the world is focusing on being similar. We need people’s uniqueness to come forward and make a positive difference in the world.
We need leaders of all ages who can turn “educational frameworks” into avenues for current day “skills and competencies” teaching “critical thinking, communication, collaboration, and creative problem solving” to our youth, keep them engaged and motivated to take positive action instead of apathy for sustainability (Ronen & Kerret, 2020). We also need those educational frameworks to intertwine with nature to enhance the human-nature connection and provide “prompt fundamental reconsideration of wellbeing and sustainability” (Mahony, 2022).
By “synthesizing wellbeing with sustainability”, the concept of “sustainable wellbeing” can evolve through the combination of the individual, environment, and human systems rousing “stewardship’ action through four lenses:
- “framing of growth and change” (flourishing wellbeing and natural world);
- “social justice” (poverty and equity);
- “ethics of freedom” (how it is balanced); and
- “value of nature” (instrumental and intrinsic” (Mahony, 2022).
We are guardians of this earth, and our walk is not solo. It is interconnected with many species that we are a part of in all ecosystems. We need to sustain the earth instead of devastating it. We need to find more sustainable ways to put back into the earth what we take from it, such as nutrients. Farmers know how to make peace with the earth and nourish it. Nature and animals in all ecosystems know how to freely sustain the earth (Polegatto, 2020). All humans need to learn how to innovate, be creative and take positive actions to be sustainable.
Quality education is key so our youth can turn global issues into global peaceful solutions and include their knowledge for the benefit of their elders and future generations in sustaining the only home we know (Polegatto, 2024).
Did you take the survey above and identify your strengths?
Additional Resources
A Whole-School Approach to Teaching the UN Sustainable Development Goals
Connecting the Dots
SDG Book Club – SDG17: Partnerships for the Goals
The WOOP Method – A Scientifically Proven Method to Achieve Your Goals
Toward a National Framework for Environmental Learning: Discussion Paper (share your thoughts in the survey below)
Connecting the Dots
SDG Book Club – SDG17: Partnerships for the Goals
The WOOP Method – A Scientifically Proven Method to Achieve Your Goals
Toward a National Framework for Environmental Learning: Discussion Paper (share your thoughts in the survey below)
References
Engage Nova Scotia. (n.d.). Eight Domains of Well-Being
Framework. https://engagenovascotia.ca/eight-domains-of-wellbeing
Gouvernement du Canada. (2024, May 14). Government of Canada. Toward a
National Framework for Environmental Learning - Canada.ca.
https://www.canada.ca/en/environment-climate change/corporate/transparency/consultations/national-framework-environmental-learning/discussion-paper.html
Mahony, T. (2022). Toward Sustainable Wellbeing: Advances in Contemporary Concepts. Frontiers in Sustainability. Volume 3 – 2022, Section: Sustainable Consumption https://doi.org/10.3389/frsus.2022.807984
Polegatto, M. L. (2020). Deep dive into the ocean ecosystem with the Giants. Adobe Express. https://express.adobe.com/page/cpDgtpT3qInrL/
Polegatto, M. L. (2024). Genius hour project: The interconnectedness of acorns, ecosystems and humanity. MARIA LISA POLEGATTO. https://www.marialisapolegatto.com/sustainability/genius-hour-project-the-interconnectedness-of-acorns-ecosystems-and-humanity
Ronen T, & Kerret D. (2020). Promoting Sustainable Wellbeing: Integrating Positive Psychology
and Environmental Sustainability in Education. International Journal of Environmental
Research and Public Health. 17(19):6968. https://doi.org/10.3390/ijerph17196968
United Nations. (n.d.). Home - United Nations Sustainable Development. United Nations. https://www.un.org/sustainabledevelopment/
Framework. https://engagenovascotia.ca/eight-domains-of-wellbeing
Gouvernement du Canada. (2024, May 14). Government of Canada. Toward a
National Framework for Environmental Learning - Canada.ca.
https://www.canada.ca/en/environment-climate change/corporate/transparency/consultations/national-framework-environmental-learning/discussion-paper.html
Mahony, T. (2022). Toward Sustainable Wellbeing: Advances in Contemporary Concepts. Frontiers in Sustainability. Volume 3 – 2022, Section: Sustainable Consumption https://doi.org/10.3389/frsus.2022.807984
Polegatto, M. L. (2020). Deep dive into the ocean ecosystem with the Giants. Adobe Express. https://express.adobe.com/page/cpDgtpT3qInrL/
Polegatto, M. L. (2024). Genius hour project: The interconnectedness of acorns, ecosystems and humanity. MARIA LISA POLEGATTO. https://www.marialisapolegatto.com/sustainability/genius-hour-project-the-interconnectedness-of-acorns-ecosystems-and-humanity
Ronen T, & Kerret D. (2020). Promoting Sustainable Wellbeing: Integrating Positive Psychology
and Environmental Sustainability in Education. International Journal of Environmental
Research and Public Health. 17(19):6968. https://doi.org/10.3390/ijerph17196968
United Nations. (n.d.). Home - United Nations Sustainable Development. United Nations. https://www.un.org/sustainabledevelopment/
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