Deep Ecology as a framework for student eco-philosophical thinking

William Smith,Annette Gough

doi:10.21913/jps.v2i1.1101

Abstract

Deep ecology is an ecological philosophy that promotes an ecocentric lifestyle to remedy the problems of depleting resources and planetary degradation. An integral part of this ecosophy is the process of forming a metaphysical connection to the earth, referred to as self-realisation; an unfolding of the self out into nature to attain a transcendental, non-egoic state. Findings from our research indicate that secondary school students in environment clubs align with the principles of deep ecology, and show a capacity to become student eco-philosophers, and they report empathy for becoming ecocentric beings. This study explores the capacity for students to engage in environmental philosophy.

Highlights

The idea that children can be philosophers is not new (Haynes 2014; Haynes, 2014), there has been little if any research on ecocentric philosophies in schools, and on how secondary school students view themselves using the deep ecology lens
There is growing evidence that philosophy is an important component of school education, with successful programs being implemented throughout the United Kingdom (Bartley & Worley 2012), where primary school children as young as eight years are successfully involved in classroom philosophy (Bartley & Worley 2011), and in Australian schools (Federation of Australasian Philosophy in Schools Association 2014; Victorian Curriculum and Assessment Authority 2014)
Our investigation of the ecological self derives from self-‐‐realisation (Naess 1995), a central metaphysical process for deep ecologists that we examine in the context of concepts of the self

Summary

Introduction

The idea that children can be philosophers is not new (Haynes 2014; Haynes, 2014), there has been little if any research on ecocentric philosophies in schools, and on how secondary school students view themselves using the deep ecology lens. As a result of our research we propose the idea of student as eco-‐‐philosopher, based on the existing network of philosophy in schools (Sapere 2014). Philosophy has become popular in England where it is claimed that it promotes abstract thinking, the art of discussion, and expands students’ vocabulary (Brett 2003). Others have called it the holy grail of education because it creates active, creative and democratic thinking, at the same time as increasing a sense of self-‐‐worth in students (Cohen & Naylor 2008)

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