Supporting Ecological Understanding through In-Depth and Imaginative Study of a Place-Based Topic or Issue

Oct 15, 2026

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Rationale for including in-depth study of a place-based or local topic within ecological education programs to cultivate ecological understanding. After outlining obstacles to deep learning, the article explains how combining sustained inquiry with imaginative investigation strengthens ecological thinking and supports environmental thoughtfulness. It closes by examining how beliefs and values shape teachers’ responses to implementing an imagination-centered, in-depth program of study and whether it becomes part of professional practice.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction (or, From Procrastination to Action)

A Rationale for In-Depth and Imaginative Study

Supporting Ecological Understanding through In-Depth and Imaginative Study of a Place-Based Topic or Issue Gillian Judson, Simon Fraser University, Canada Abstract Many have observed that the curriculum is a mile wide and scarcely an inch deep. This article provides a rationale for including in-depth study of a placebased/local topic within educational programs aimed at cultivating ecological understanding. Following a brief exploration of some of the obstacles to in-depth learning, it describes the ways in which in-depth and imaginative investigation can support ecological thinking. Consideration of beliefs and values concludes the piece; ideological and pedagogical factors will influence how teachers feel about implementing an imaginative, in-depth program of study and, ultimately, whether it becomes part of their professional practice. Résumé Nombreux sont ceux qui ont constaté qu’un programme d’études donné est vasteet pourtant très superficiel. Le présent article justifie l’intégration de l’étude approfondie d’un sujet local dans les programmes visant la compréhension écologique. Après une courte revue de certains des obstacles entravant l’apprentissage approfondi, l’article décrit les moyens par lesquels la recherche approfondie et imaginative peut appuyer le raisonnement écologique. En conclusion, on y examine les croyances et les valeurs en la matière : des facteursidéologiques et pédagogiques auront une influence sur l’opinion des enseignants quant à la mise en œuvre d’un programme d’études imaginatif etapprofondi et, endéfinitive, sur leur choix de s’en servir dans l’exercice de leur profession. Keywords: imagination, in-depth learning, ecological understanding, engagement Introduction (or, From Procrastination to Action) For quite some time I have been meaning to provide a rationale for the value of in-depth learning—specifically, the long-term study of a place-based/local topic or issue—as part of an ecological education program. Until now I have not actually put this rationale to “paper.” So why am I writing this article now? Well, I was recently reading the second volume of The Canadian Journal of Environmental Education published back in 1997—one receives such gifts when colleagues are forced to move offices and are desperate to purge rather than haul unnecessary stuff. Within this volume I came across, rather serendipitously I think, an article by Robert Stevenson entitled “Developing Canadian Journal of Environmental Education, 20, 2015 139 Habits of Environmental Thoughtfulness through the In-depth Study of Select Environmental Issues”(Stevenson, 1997) . In the article Stevenson suggests indepth study should be part of an environmental 1 education program because one needs depth of knowledge for cultivating the kinds of habits of mind that are suitable to deal with complex environmental issues. He argues that in-depth study of particular kinds of issues can support habits of mind he collectively calls “environmental thoughtfulness.” I felt myself nodding in agreement and support for what Stevenson was proposing; my procrastination finally turned to action. I began to unearth my deeply rooted (and, until this point, largely unexamined) belief that pedagogy aiming to develop ecological understanding should include depth of study. Of course, I bring to this process a plethora of experiences, beliefs, and values that influence my work. While some anchor me silently to certain ways of being and doing, others are much more obvious in my scholarship and teaching. The idea that imagination has a significant role to play in ecological pedagogy is one idea that stands out, taking a central, visible, position in my work. This article explores both in-depth study and imagination. I describe a particular model of in-depth study that aligns with the principles of imagination-focused pedagogy. I aim to show that within an imaginationfocused context, the value of in-depth study and its contributions to

FAQs

What is the main argument for using in-depth study in ecological education?

The article argues that long-term study of a place-based/local topic is valuable for cultivating ecological understanding by enabling depth of knowledge and supporting ecological thinking over time.

Why are emotional and imaginative engagement important?

Pedagogical approaches that marginalize emotional and imaginative engagement are described as inadequate, because ecological understanding depends on the emotional and imaginative dimensions of learning.

How does imaginative pedagogy relate to in-depth learning?

Within an imagination-focused context, the article proposes that the value of in-depth study increases and helps develop a sense of place, knowledge, experience, and “environmental thoughtfulness.”

Oct 15, 2026

Uploaded by Muffet