Ecoliteracy and Dewey's educational philosophy: implications for future leaders

Abstract

PurposeThis conceptual paper aims to explore ecoliteracy in education as originated in Fritjof Capra's ongoing efforts to foster ecological awareness through schools. Future leaders as ecoliterate will have developed an enhanced perception, a sense of value‐judgment in experience and sustainable self and other relations.Design/methodology/approachThe argument is supported by contemporary science of the complementary pairs as based on coordination dynamics.FindingsThe paper presents Capra's work positioning it alongside new “transdisciplinary education”. The paper argues for the critical examination of the particular structure of knowledge able to inform/develop ecoliteracy, as well as of the nature of educational leadership.Originality/valueThe paper revisits John Dewey's philosophy and his pragmatic inquiry as especially significant for developing ecological thinking and presents his method of deliberation as remarkably similar to “imaginative narrative”, one of the methodologies of futures studies.