Abstract
Sustainability science has focused predominantly on external/technological solutions to environmental degradation while giving insufficient attention to the role of spiritual well-being for holistic sustainability. While it is important for students to learn about solutions in a time where environmental problems have been identified as prevalent, that alone is not enough. We propose that sustainability may start as a deep individual internal process manifested as a change of values stemming from enhanced spiritual well-being. The current study examined whether a novel sustainability classroom curriculum, including contemplative practices (CPs), increased traits indicative of spiritual development and well-being and happiness, which are theorized to increase sustainable behavior (SB). Students attended a 15-week university course promoting SB through CPs in a space intended to be safe and supportive. Participants were compared to unenrolled peers and completed pre- and post-intervention quantitative measures of (1) happiness, (2) self-compassion, and (3) SB, and qualitative questions investigating spiritual development and well-being. Multivariate and univariate follow-up analyses indicated that course participation increased student self-compassion and happiness, while SB was unaffected. Qualitative reports indicated that CPs led students to develop spiritual traits, a systems’ thinking mentality and an awareness of their interconnectedness. Students, also, assigned greater importance to spiritual well-being as a prerequisite for SB.
Highlights
Sustainability science has focused, predominantly, on technological solutions to environmental challenges while giving insufficient attention to the role of spiritual well-being for sustainability
Sustainability science may benefit from integrating spiritual well-being, which refers to the sense of fulfillment one experiences when their spiritual needs are met, into intellectual frameworks
We suggest that spiritual well-being, and one’s resulting care for others and the environment, is a critical prerequisite for achieving motivation to engage in sustainable behavior (SB) and that spiritual growth, combined with traditional academic learning, results in inconsistent and resilient SB
Summary
Sustainability science has focused, predominantly, on technological solutions (e.g., carbon sequestration, renewable energy, etc.) to environmental challenges while giving insufficient attention to the role of spiritual well-being for sustainability. External interventions may not ensure lasting sustainability since they do little to curb environmentally compromising behavior [1,2,3,4]. We propose that environmentally compromising behavior stems from a disconnection from our spiritual dimension. Scholars have recently suggested that a fuller array of individual and group behaviors, in addition to technological advances, are needed to stem long-term environmental degradation and ensure societal longevity. One framing for approaching sustainability challenges are the sustainability competencies, which consist of “a cluster of related knowledge, skills, attitudes and values that enable a person to act effectively in a job or situation” [5] The sustainability competencies include ways of thinking—considering complex systems, anticipating future scenarios, and strategic design of concrete solutions—ways of valuing—reflection and articulation of guiding principles and goals—and ways of acting—including skillful collaboration with and motivation of diverse individuals toward a common cause [6] (Figure 1)
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