Imagining sustainable worlds: the potential of mythical stories in environmental education

Abstract

Abstract Pedagogically speaking, how can we best transform a student’s understanding of the environment? To move students to action, and to inspire sustainable lifestyles, environmental educators would do well to consider personal pedagogical approaches, as opposed to merely present scientific facts about climate change and species extinction. In this article, we present the power of myth as a compelling option. We expand on prevailing pedagogies of myth, such as Matthew Farrelly’s approach, and argue that mythical stories taken from Nordic folk traditions, the Hebrew Bible, the New Testament, and the Quran can enhance environmental education by introducing multiple alternative ways of relating to nature, facilitating mutual teacher–student reflections, and by building more responsive relationships with fauna and flora. Building upon Paul Ricoeur’s hermeneutical theory, we contend that the process of imagining sustainable worlds is facilitated by engagement with mythical stories and that the counter-productive imposition of world-views on students is minimized through critical discussions of relevant learning materials.