GREEN FOR WORLD

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Xue Wang A, Liuna Geng A, Kexin Zhou B, Lijuan Ye A, Yinglin Ma C, Shuhao Zhang A (2016) ‘Mindful learning can promote connectedness to nature: Implicit and explicit evidence’. Consciousness and Cognition 44: 1-7

       Environmental problems, such as the depletion of natural resources and the occurrence of environmental pollution, are fundamentally rooted in the weakened connection between humans and nature. Human societies live and develop by utilizing natural resources; however, unsustainable and unwise exploitation of nature can trigger environmental degradation, which ultimately harms humanity itself. These environmental issues have increasingly attracted the attention of sociologists, ecologists, and psychologists. In particular, within the field of psychology, they have given rise to studies aimed at developing a broader understanding of the concept of the human–nature relationship.

       The denial of a close relationship between humans and nature has been recognized since the 1970s. Accordingly, psychologists have emphasized the importance of fostering stronger human–nature connections as a means of addressing various environmental problems. A substantial body of research has examined cognitive, affective, and behavioral aspects to conceptualize human connectedness with nature. One study has demonstrated that connectedness to nature positively influences individuals’ pro-environmental behaviors. Other studies indicate that practical activities conducted through outdoor engagement—including nature-based tourism and environmental adventure activities—can enhance individuals’ connectedness with nature.

      Efforts to enhance human connectedness with nature have also extended into the field of education, encompassing both formal and informal learning contexts. One instructional approach—mindful learning—has been examined for its effects on human–nature connectedness. The study involved 134 students in China, with an average age of 19.3 years, comprising 48 males and 86 females. Participants were divided into two groups: a mindful learning group consisting of 65 students and a mindlessness learning group consisting of 69 students. The experiment was conducted in accordance with guidelines approved by the Institutional Review Board of Nanjing University. Data were evaluated using the Connectedness to Nature Scale (CNS), the Langer Mindfulness Scale (LMS), the Inclusion of Nature in the Self Scale (INS), and the Implicit Association Test (IAT).

       The results demonstrated that mindful learning enhances connectedness to nature at both implicit and explicit levels. Participants in the mindful learning group tended to embrace an interactive, respectful, and egalitarian relationship with nature. In contrast, the mindlessness group was more likely to endorse or maintain traditional modes of thinking, in which nature is perceived as existing in opposition to humans. This study provides supporting evidence for the claim that environmental awareness can strengthen human connectedness with nature. (L. Indiati; Pulp & paper professional, Environmentalist)