An Ecology of Transformative Learning: A Shift From the Ego to the Eco

Abstract

This article argues that the phenomenon of a genetic/cultural “adaptive-lag” is both the motive for the human predisposition to engage in transformative learning and the origin of anxiety and associated ego-defences that mitigate against the likelihood of transforming epistemic assumptions. Dodds’ (2011) ecopsychoanalytic interpretation of Winnicott’s concept of a holding environment provides the conditions to reduce the impact of ego-defences by containing anxiety and therefore supporting the transformation of epistemic assumptions. Such holding environments are conceived to extend from intimate familial and social relationships to include wider ecological interconnectedness. Narratives, literature, and evidence from clinical psychedelic drug studies highlight how an increased sensitivity towards the natural nonhuman world diminishes ego-defences, enhancing the possibility for transformative learning. The implications for educational settings are that complex and difficult learning should not be ameliorated and that conditions enabling learners to recognize and manage their own anxieties will enhance epistemic transformation.

From Egoism to Ecoism: Psychedelics Increase Nature Relatedness in a State-Mediated and Context-Dependent Manner

“…However, it is possible to conceive how self-identification with nature may on the other hand potentially also increase depression, anxiety or stress as a result of increased environmental concern and awareness of local and global ecological degradation [58]. The initially dystonic diminishing of ego-defenses as a result of enhanced sensitivity to the nonhuman world may be seen as an intermediate step to attaining a more meaningful sense of self as part of a wider ecological framework [158]. Considering the intense vulnerability that such states may entail, the importance of a safe setting and psychological support during psychedelic experiences cannot be stressed enough, especially in the presently discussed context of recreational and self-medicative use outside of controlled clinical and laboratory environments [123].…”

Classic Psychedelics and Human–Animal Relations

“…If there is indeed a causal relationship between classic psychedelic use and humananimal relations, it is possible that the mechanism underlying the effects could be related to ego dissolution and its impact on defense mechanisms that may arise when dealing with cognitive dissonance. While these defense mechanisms can decrease negative feelings and discomfort, they may also inhibit learning processes and prevent attitudes and/or behaviors from emerging as a result of those negative but possibly important experiences [52]. It is plausible that ego dissolution could contribute to a re-connection to animals and a dismantling of (perceived and constructed) human-animal differences.…”

Participatory Feeling: Re-Visioning Transformative Learning Theory Through Heron’s Whole Person Perspective

“…Interviews with environmental activists have surfaced unitive articulations of felt relation to the natural world that point to participative experiences beyond anthropocentrism and inclusive of the spiritual (Kovan & Dirkx, 2003). Likewise, participants in recent TLT research investigating the relationship between ecological consciousness development and psychedelic experience have articulated generative senses of wonder and unitive connection with the natural world (Bainbridge & Del Negro, 2020).…”