Contributions of embodied cognition and positive psychology to the care of our environment in environmental education

Abstract

In this article we propose that environmental education could be enriched by contributions from the theoretical framework of embodied cognition (e.g. Varela et al. 1992) and positive psychology (Seligman, 2003; Seligman et al., 2009). This could promote ways of connecting with our own experience as well as with that of others. These theoretical frameworks favour the development of tools that enhance empathic concern and altruism, while recognizing the value of different life histories, and viewpoints We suggest that a positive approach to life could contribute to our finding other ways of protecting and looking after our environment. This could allow a greater appreciation of diversity, encouraging greater awareness of our world, thus leading to a more caring and far reaching action.