Mindfulness in sustainability science, practice, and teaching

Abstract

This paper explores the current role of mindfulness in sustainability science, practice, and teaching. Based on a qualitative literature review that is complemented by an experimental learning lab, we sketch the patterns and core conceptual trajectories of the mindfulness–sustainability relationship. In addition, we assess this relationship within the field of climate change adaptation and risk reduction. The results highlight that notions such as ‘sustainability from within’, ‘ecological mindfulness’, ‘organizational mindfulness’, and ‘contemplative practices’ have been neglected in sustainability science and teaching. Whilst little sustainability research addresses mindfulness, there is scientific support for its positive influence on: (1) subjective well-being; (2) the activation of (intrinsic/ non-materialistic) core values; (3) consumption and sustainable behavior; (4) the human–nature connection; (5) equity issues; (6) social activism; and (7) deliberate, flexible, and adaptive responses to climate change. Most research relates to post-disaster risk reduction, although it is limited to the analysis of mindfulness-related interventions on psychological resilience. Broader analyses and foci are missing. In contrast, mindfulness is gaining widespread recognition in practice (e.g., by the United Nations, governmental and non-governmental organizations). It is concluded that mindfulness can contribute to understanding and facilitating sustainability, not only at the individual level, but sustainability at all scales, and should, thus, become a core concept in sustainability science, practice, and teaching. More research that acknowledges positive emotional connections, spirituality, and mindfulness in particular is called for, acknowledging that (1) the micro and macro are mirrored and interrelated, and (2) non-material causation is part of sustainability. This paper provides the first comprehensive framework for contemplative scientific inquiry, practice, and education in sustainability.

Resilient Learners, Learning Resilience: Contemplative Practice in the Sustainability Classroom

“…(2018) demonstrate a connection between mindfulness and sustainability practices, like pro‐environmental behaviors (see also Patel and Holm 2018; Sol and Wals 2015; Wamsler et al. 2018), and this is an exciting turn. Beyond behavior change, we also need also more investigation into the ways contemplative practices can affect affective characteristics of sustainability problem‐solving, like participatory virtues, collaborative capacity, and value shifts that might support right action in context to adapt to changing circumstances, problem boundaries, and objectives over time.…”

“…These are all useful approaches, but there is also a need for research on the impacts of contemplative practice for sustainability education and practice (see Wamsler et al. 2018).…”

“…But empirical research on sustainability pedagogy is limited (Burns 2015; Wamsler et al. 2018); the little work that has been done about contemplative practice for sustainability learning is primarily anecdotal or instructional (see Eaton, Hughes, and MacGregor 2017). Therefore, we draw from these examples, as well as studies about the benefits of contemplative practice in learning environments more widely, to frame the ways contemplative practices can increase both learner well‐being and learner capacity to engage the challenging content of socio‐ecological resilience.…”

Gender roles, food system biodiversity, and food security in Indigenous Peoples' communities

“…Native ways of knowing the natural world give unique and profound perspective on mindfulness that can support human health and environmental sustainability (Heke, n.d. ; Wamsler et al, ; Kealiikanakaoleohaililan & Giardina, ). These considerations reflect the importance that Indigenous Peoples place on continued access to the land of their ancestors, and how essential it is to develop food sovereignty based in human rights and the human right to food (Kipuri, ).…”

“…Indeed, the expressions of Indigenous wisdom in this collection of papers consistently reflect the Indigenous worldview that the nature-to-human connection is essential for multiple aspects of holistic well-being. Native ways of knowing the natural world give unique and profound perspective on mindfulness that can support human health and environmental sustainability (Heke, n.d.;Wamsler et al, 2017;Kealiikanakaoleohaililan & Giardina, 2016). These considerations reflect the importance that Indigenous Peoples place on continued access to the land of their ancestors, and how essential it is to develop food sovereignty based in human rights and the human right to food (Kipuri, 2009).…”