Sustainability Education, Learning and Culture: Part 1

Whale Ecologist Explores Cultural Transmission in Animal Societies

“Behaviour is what you do, culture is how you’ve learned to do it.” – (Shane Gero in Safina, 2020)

Shane Gero, a whale ecologist and scientist-in-residence at Ottawa’s Carleton University, has dedicated nearly two decades to studying the social-learning patterns of family groups of sperm whales. His research suggests the existence of a “cultural transmission” of information between individuals and groups of these social animals that goes beyond instinct or simple imitation (Leitao et al., 2024). Similar arguments have been made for the existence of cultural transmission in other species, such as songbirds learning and modifying songs from parents and elders, tool usage in family groups of chimpanzees, and many other non-human higher mammals (Safina, 2021; 2022). Social learning in complex animal societies appears to be widespread, contributing to their awareness and ways of being in the ecosystems they inhabit (Abram, 1996).

In contrast, humans, with the exception of indigenous communities and those striving to maintain ecologically sustainable lifestyles, actively engage in self-harm through the degradation of the ecosystems that support them. Despite our claim to uniqueness and advanced proficiency, we seem to have lost the cultural awareness of co-existing and co-evolving with the environment (Abram, 1996).

The Impact of Human Exceptionalism on Ecosystem Resilience

Human existence is minuscule in the context of geological “deep time,” yet our impact as a species has been disproportionately seismic. Throughout the Anthropocene Epoch, which marks our dominance as a force impacting natural systems, the resilience of ecosystems has steadily and drastically diminished. Our delusional culture of human exceptionalism, fueled by various myths, has justified the management of the natural world solely for our benefit, redefining nature as a source of resources and services. The relentless exploitation of resources beyond the Earth’s carrying capacity has resulted in a global ecological crisis (Safina, 2021; 2022).

Educational Learning and Cultural Influence

Shane Gero’s quote, “Behaviour is what you do, culture is how you’ve learned to do it” (op cit), reflects the complex social interactions observed in his studies. This sentiment is highly relevant in understanding our dysfunctional relationship with the ecosystems we depend on. Education and learning, although closely connected, are not synonymous. Institutionalized education provides pre-selected information aligned with the goals of the provider, while learning is an individually motivated assimilation of material that holds personal relevance. The interplay between education and culture significantly influences our perceptions of the natural world and how we value it (Giorgetti et al., 2017).

The Distinction Between Education and Learning

Over 15 years of embedding sustainability education in science programs at the graduate and post-graduate levels, it has become clear that education and learning are distinct. Institutionalized education is an external provision of information, while learning is a personally motivated psychological process (Matusov, 2021). Educational goals often conform to state or internationally determined benchmarks, perpetuating an anthropocentric view of ecosystems as primarily utilitarian resources for economic growth. This approach has contributed to the decline of ecosystem resilience and long-term sustainability (Johnston, 2018).

The Role of Sustainability Education in Cultural Transformation

In the 21st century, we are the first generations compelled to recognize sustainability as an essential survival skill. Education for Sustainable Development (ESD) has played a key role in raising awareness of these issues, but its progress has been uneven, as seen in the halting progress of the Sustainable Development Goals (Bendell, 2022). While sustainability education has the potential to transform society towards ecological maturity, the concept of sustainability itself remains confusing and lacks a unifying cultural framework that promotes a more empathic interaction with the natural world (Nasibulina, 2015).

Transformative pedagogies that promote sustainability education should be integrated into conventional education worldwide. However, the pedagogical goals of institutionalized learning have largely remained unchanged, perpetuating a “business as usual” mindset focused on technocentric problem-solving and economic growth (Johnston, 2024 in press).

The Cultural Influence on Educational Learning

While education has undoubtedly contributed to human well-being, the impact of cultural values on educational learning cannot be ignored. The question is not whether historical and current educational approaches are solely responsible for our disconnection from the natural world, but to what extent pedagogical practices have perpetuated a culture of exploitation for the common good of humanity. Reorienting pedagogical practices to address social-ecological issues requires a cultural shift that challenges the values that have led us to our current state (Johnston, 2024 in press).

This article is based on a chapter by the author titled “Communicating Sustainability: Science Literacy and Transformative Pedagogies” in the forthcoming collection edited by Simon Cottle, “Communicating a World in Crisis” (2024 in press).

References

1. Abram, D. 1996. The spell of the sensuous. New York: Vintage Books.
2. Bendell, J. 2022. Replacing Sustainable Development: Potential Frameworks for International Cooperation in an Era of Increasing Crises and Disasters. Sustainability 14, p. 8185.
3. Gero, S. 2024. How do animals learn how to be, well, animals? Through a shared culture. Available at: https://ideas.ted.com/how-do-animals-learn-how-to-be-well-animals-through-a-shared-culture/ [Accessed: 10 January 2023].
4. Giorgetti, F.M., Campbell, C., & Arslan, A. 2017. Culture and education: Looking back to culture through education. Paedagogica Historica 53(1–2), pp. 1–6.
5. Janik, V.M., & Slater, P.J.B. 2000. The different roles of social learning in vocal communication. Animal Behaviour 60(1), pp. 1–11.
6. Johnston, R. 2011. Science Education and Education for Citizenship and Sustainable Development. Collected Essays on Learning and Teaching 4, p. 107. Available at: https://celt.uwindsor.ca/index.php/CELT/article/view/3281.
7. Johnston, R. 2018. Achieving SDG 4.7: embedding sustainability issues into subject-specific texts – a guide for textbook authors. Research in Action (Special Issue August), pp. 51–60.
8. Johnston, R. 2019. Embedding ESD into elementary stage textbooks: lessons from a small Himalayan state. In: Philip Bamber (Liverpool Hope University) ed. Research in Action. pp. 53–59.
9. Johnston, R. 2022. Achieving SDG 4.7 by matching sustainability learning outcomes to subject-specific curricula: a guide | THE Campus Learn, Share, Connect. Available at: https://www.timeshighereducation.com/campus/achieving-sdg-47-matching-sustainability-learning-outcomes-subjectspecific-curricula-guide [Accessed: 13 December 2022].
10. Johnston, R. 2024. Communicating Sustainability: Science Literacy and Transformative Pedagogies. In: Cottle Simon ed. Communicating a World-in-Crisis. New York: Peter Lang (in press).
11. Leitao, A. et al. 2024. Evidence of social learning across symbolic cultural barriers in sperm whales. doi: 10.7554/eLife.96362.1.
12. Luncz, L.V., Wittig, R.M., & Boesch, C. 2015. Primate archaeology reveals cultural transmission in wild chimpanzees (Pan troglodytes verus). Philosophical Transactions of the Royal Society B: Biological Sciences 370(1682).
13. Matusov, E. 2021. The relationship between education and learning and its consequences for dialogic pedagogy. Dialogic Pedagogy: An International Online Journal 9, pp. E1–E19.
14. Nasibulina, A. 2015. Education for Sustainable Development and Environmental Ethics. Procedia – Social and Behavioural Sciences 214, pp. 1077–1082.
15. Safina, C. 2021. Considering nonhuman culture Becoming Wild: How Animal Cultures Raise Families, Create Beauty, and Achieve Peace.
16. Safina, C. 2022. Becoming wild. One World Publications.
17. Slater, P.J.B. 1986. The cultural transmission of bird song. Trends in Ecology & Evolution 1(4), pp. 94–97.
18. UN WCED. 1987. Our Common Future. Available at: https://www.are.admin.ch/are/en/home/media/publications/sustainable-development/brundtland-report.html [Accessed: 5 June 2024].

This author’s publications | Sustainable Futures (ronjohnstonsustainablefutures.com)

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 12: Responsible Consumption and Production
• SDG 13: Climate Action
• SDG 15: Life on Land

The article discusses the importance of education, sustainability, and the impact of human activities on ecosystems, which are all relevant to these SDGs.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including among others through education for sustainable development and sustainable lifestyles.
• SDG 12.2: By 2030, achieve the sustainable management and efficient use of natural resources.
• SDG 13.3: Improve education, awareness-raising, and human and institutional capacity on climate change mitigation, adaptation, impact reduction, and early warning.
• SDG 15.5: Take urgent and significant action to reduce the degradation of natural habitats, halt the loss of biodiversity, and protect and prevent the extinction of threatened species.

The article emphasizes the need for education that promotes sustainable development, the sustainable management of natural resources, awareness of climate change, and the protection of biodiversity.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

Yes, the article implies several indicators that can be used to measure progress towards the identified targets:

• Indicator for SDG 4.7: Proportion of learners who have acquired the knowledge and skills needed to promote sustainable development.
• Indicator for SDG 12.2: Domestic material consumption per capita.
• Indicator for SDG 13.3: Number of countries that have integrated climate change education and awareness into their curricula.
• Indicator for SDG 15.5: Extent of protected areas, including marine protected areas, in relation to marine areas.

These indicators can be used to assess the extent to which education for sustainable development, responsible consumption, climate change education, and biodiversity conservation are being achieved.

SDGs, Targets, and Indicators Table

Source: resilience.org