[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598022-105":59,"doc-detail-598022-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","education-for-sustainable-development-nature-and-vernacular-learning","Education for Sustainable Development - Nature and Vernacular Learning","","The text critiques mainstream education for sustainable development for treating nature mainly as a resource with instrumental and utilitarian value, which separates humans from nature and limits learner motivation to care and act. It proposes vernacular, place-based learning that builds emotional affinity and uses multi-sensory experiences to connect learners with the spirit and soul of place. It highlights wonder and joy as essential for fostering an ethic of planetary concern, arguing activism arises from what people love, and that a sense of oneness with nature is vital to environmental transformation.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-for-sustainable-development-nature-and-vernacular-learning/598022/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-for-sustainable-development-nature-and-vernacular-learning/598022.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the text criticize mainstream education for sustainable development?","Question",{"text":111,"@type":112},"It argues mainstream ESD frames nature as a commodity and assigns mostly instrumental value, reflecting a paradigm that places humans above nature. This de-natured framing reduces the likelihood that learners will be motivated to care for and act for nature.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What does the text propose as an alternative to mainstream ESD?",{"text":116,"@type":112},"It proposes vernacular learning, meaning place-based learning rooted in close intimacy with the natural world, where nature is perceived as intrinsically valuable.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the text connect passion to environmental activism?",{"text":120,"@type":112},"It states that passion is the harbinger of activism, and that people protect what they have come to love. Cultivating a sense of oneness with nature is presented as crucial for transforming global environmental conditions.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},598022,1792086152,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Education for Sustainable Development, Nature and Vernacular Learning  \nDavid Selby1  \n• Mainstream education for sustainable development conceives of nature as a resource or commodity. The natural world is, for the most part, accorded only instrumental or utilitarian value. As a field it thus aligns itself with a longstanding paradigm in western thinking that sees humans as separate from and dominant over nature. The de-natured nature of education for sustainable development makes it unlikely that the learner will become motivated to care and act for nature. As an alternative, vernacular learning is proposed, [i.e. place-based learning](i.e. place-based learning) rooted in close intimacy and connection with the natural world, with nature perceived as being intrinsically valuable. The importance of fostering emotional affinity with nature is underlined, as are forms of multi-sensory learning that help the learner engage with both spirit and soul of place. Practical examples of vernacular learning activities are enumerated. The importance of nurturing a sense of wonder and joy in the young learner is put forward as vital in fostering an ethic of concern for the planet. Essentially, the argument goes, we only stir ourselves to protect what we have come to love, and thus cultivating a sense of oneness with nature is vital if we are to have any chance of transforming the global environmental condition. Passion is the harbinger of activism.  \nKeywords: education for sustainable development; instrumental valuing; intrinsic valuing; nature connection/intimacy; sense of wonder; vernacular learning  \n1 Sustainability Frontiers; [dselby@sustainabilityfrontiers.org](dselby@sustainabilityfrontiers.org).  \n10 education for sustainable development, nature and vernacular learning  \nIzobraževanje za trajnostni razvoj, narava in vernakularno učenje  \nDavid Selby  \n• V izobraževanju za trajnostni razvoj prevladuje pojmovanje narave kot vira ali surovine. Večini naravnega sveta sta dodeljeni le instrumentalna in utilitarna vrednost. Kot področje se tako povezuje z dolgoletno paradigmo v zahodni misli, ki ljudi dojema kot ločene od narave in dominantne v odnosu do narave. Denaturalizirana podoba narave, ki prevladuje v konceptu izobraževanja za trajnostni razvoj, pomeni, da je manj verjetno, da bo učenec postal motiviran za skrb in delovanje za naravo. Kot alternativa je predlagano vernakularno učenje, tj. učenje, temelječe na spoznavanju lokalnega okolja, zakoreninjeno v tesni povezanosti z naravo, ki je razumljena kot intrinzično pomembna. Pomembnost spodbujanja emocionalne afinitete z naravo je podcenjena, prav tako pa so podcenjene tudi oblike multisenzoričnega učenja, ki pomagajo učencu, da se poveže duhovno in duševno s prostorom. Našteti sopraktični primeri vernakularnih učnih aktivnosti. Pomembnost negovanja občutka radovednosti in veselja v mladem učencu je postavljena v ospredje kot tisto, kar je pomembno pri spodbujanju etične skrbi za planet. Argument pravi takole: sami se zganemo za varovanje le tistega, kar smo vzljubili, in zato je negovanje občutka enosti z naravo pomembno, če želimo imeti kakršno koli možnost preoblikovanja globalnihokolijskih razmer. Strast je znanilka aktivizma.  \nKljučne besede: izobraževanje za trajnostni razvoj, instrumentalnovrednotenje, intrinzično vrednotenje, povezanost z naravo/intimnost, radovednost, vernakularno učenje  \nEducation for Sustainable Development  \nIn the last thirty years the idea of sustainable development has come tobe widely advocated as the best hope for alleviating the global environmental condition, a condition marked by the degradation and thinning of ecosystems, huge biodiversity loss, the ubiquitous spread of toxicity, the desertification of land and deadening of oceans, a worsening epidemiological environment for both humans and other-than-humans, depletion of groundwater, and the spoliation of land not least through the outward march of land-devouring urbanisation (Ehrlich & Eh","cbCaioiHiJM645Eb","https://ap.wps.com/l/cbCaioiHiJM645Eb","pdf",166931,"English","# Education for Sustainable Development\n## Mainstream ESD and its limitations\n## Vernacular learning as an alternative","[{\"question\":\"Why does the text criticize mainstream education for sustainable development?\",\"answer\":\"It argues mainstream ESD frames nature as a commodity and assigns mostly instrumental value, reflecting a paradigm that places humans above nature. This de-natured framing reduces the likelihood that learners will be motivated to care for and act for nature.\"},{\"question\":\"What does the text propose as an alternative to mainstream ESD?\",\"answer\":\"It proposes vernacular learning, meaning place-based learning rooted in close intimacy with the natural world, where nature is perceived as intrinsically valuable.\"},{\"question\":\"How does the text connect passion to environmental activism?\",\"answer\":\"It states that passion is the harbinger of activism, and that people protect what they have come to love. Cultivating a sense of oneness with nature is presented as crucial for transforming global environmental conditions.\"}]","Education for Sustainable Development - Nature and Vernacular Learning | PDF",48]