Contributions of embodied cognition and positive psychology to the care of our environment in environmental education

In this article we propose that environmental education could be enriched by contributions from the theoretical framework of embodied cognition (e.g. Varela et al. 1992) and positive psychology (Seligman, 2003; Seligman et al., 2009). This could promote ways of connecting with our own experience as...

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Autores principales: Lozada, Mariana, Margutti, Laura
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Docentes de Ciencias Biológicas de la Argentina 2011
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22318
Aporte de:
Revista de Educación en Biología de Universidad Nacional de Córdoba
id I10-R313-article-22318
record_format ojs
spelling I10-R313-article-223182021-11-12T18:41:55Z Contributions of embodied cognition and positive psychology to the care of our environment in environmental education Aportes de la cognición corporizada y la psicología positiva para el cuidado de nuestro entorno en educación ambiental Lozada, Mariana Margutti, Laura In this article we propose that environmental education could be enriched by contributions from the theoretical framework of embodied cognition (e.g. Varela et al. 1992) and positive psychology (Seligman, 2003; Seligman et al., 2009). This could promote ways of connecting with our own experience as well as with that of others. These theoretical frameworks favour the development of tools that enhance empathic concern and altruism, while recognizing the value of different life histories, and viewpoints We suggest that a positive approach to life could contribute to our finding other ways of protecting and looking after our environment. This could allow a greater appreciation of diversity, encouraging greater awareness of our world, thus leading to a more caring and far reaching action. En este artículo proponemos que la educación ambiental podría verse enriquecida con aportes de la cognición corporizada y la psicología positiva que ayudarían a promover una mayor conexión con nuestra propia experiencia y con los otros seres. Estos dos marcos teóricos, brindan herramientas para reconocer y valorar diferentes puntos de vista e historias de vida y para promover la empatía y comportamientos de cooperación y altruismo. En ámbitos educativos, el cultivo del aprecio por la vida, así como el cultivo de la empatía hacia los otros, podría contribuir al despliegue de nuevas formas de proteger y cuidar. Al desarrollar una mayor valorización por la vida y su diversidad se podrían impulsar cambios concretos que fomenten acciones de mayor conciencia y cuidado del entorno. Asociación de Docentes de Ciencias Biológicas de la Argentina 2011-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22318 10.59524/2344-9225.v14.n1.22318 Journal of Biology Education; Vol. 14 No. 1 (2011): Revista de Educación en Biología; (pp. 5-9) Revista de Educación en Biología; Vol. 14 Núm. 1 (2011): Revista de Educación en Biología; (pp. 5-9) 2344-9225 0329-5192 10.59524/2344.9225.v14.n1 spa https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22318/21936 Derechos de autor 2011 Mariana Lozada, Laura Margutti https://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-313
container_title_str Revista de Educación en Biología
language Español
format Artículo revista
author Lozada, Mariana
Margutti, Laura
spellingShingle Lozada, Mariana
Margutti, Laura
Contributions of embodied cognition and positive psychology to the care of our environment in environmental education
author_facet Lozada, Mariana
Margutti, Laura
author_sort Lozada, Mariana
title Contributions of embodied cognition and positive psychology to the care of our environment in environmental education
title_short Contributions of embodied cognition and positive psychology to the care of our environment in environmental education
title_full Contributions of embodied cognition and positive psychology to the care of our environment in environmental education
title_fullStr Contributions of embodied cognition and positive psychology to the care of our environment in environmental education
title_full_unstemmed Contributions of embodied cognition and positive psychology to the care of our environment in environmental education
title_sort contributions of embodied cognition and positive psychology to the care of our environment in environmental education
description In this article we propose that environmental education could be enriched by contributions from the theoretical framework of embodied cognition (e.g. Varela et al. 1992) and positive psychology (Seligman, 2003; Seligman et al., 2009). This could promote ways of connecting with our own experience as well as with that of others. These theoretical frameworks favour the development of tools that enhance empathic concern and altruism, while recognizing the value of different life histories, and viewpoints We suggest that a positive approach to life could contribute to our finding other ways of protecting and looking after our environment. This could allow a greater appreciation of diversity, encouraging greater awareness of our world, thus leading to a more caring and far reaching action.
publisher Asociación de Docentes de Ciencias Biológicas de la Argentina
publishDate 2011
url https://revistas.unc.edu.ar/index.php/revistaadbia/article/view/22318
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last_indexed 2024-09-03T20:30:15Z
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