Empathy and critical thinking: primary students solving local environmental problems through outdoor learning

Abstract

The present study explores the outcomes of teaching empathy and critical thinking to solve environmental problems. This investigation was done throughout the duration of an environmental education course within a primary school located in central Chile. A community-based research methodology was used to understand the formation of empathy and critical thinking. The findings reveal a significant benefit in using empathy strategies to engage students regarding the thinking processes involved with solving environmental problems. Using these elements as teaching techniques for environmental education courses can be very helpful in reaching the aims of creating a sustainable citizenry.

Keywords:

• education
• environment and sustainability
• qualitative research methodology
• critical thinking
• empathy

Acknowledgements

The present paper acknowledges the FONDECYT 1101031 Project for allowing the use of methodological and conceptual foundations. The authors also thank Tami Hussein, Elena Gessler and Judith Otárola for their active participation in the research and the manuscript preparation.

Additional information

Funding

The authors thank Effective Sustainable Solutions Ltd 012012 Project for financing the research.

Notes on contributors

David Ampuero

David Ampuero is the manager of the environmental section at the San Esteban City Department of Education. His research interests include the use of critical thinking and positive psychology to enhance environmental literacy and develop sustainable institutions, but he has also been involved in ecological, genetic and taxonomic research.

Christian E. Miranda

Christian E. Miranda (PhD Sciences or Education) is Associate Professor and member of the Department of Education in the Faculty of Social Sciences, University of Chile. Research interests include professional development of teaching, and evaluation of educational programmes, studies of sciences, literacy and education and the environment.

Luisa E. Delgado

Luisa E. Delgado works at the Laboratory for Ecological Modelling (Universidad de Chile) where they have conducted research on complex socio-ecological systems. Dr Delgado has published several articles in peer-reviewed journals dealing with the ecology–society interface. She is one of the authors of the Physical–Ecological–Social (PHES) system concept and the PHES systemic vulnerability index, and has contributed to the interdisciplinary formation of many environmental biologists in Chile.

Samantha Goyen

Samantha Goyen is a research advisor in the field of marine sciences and international studies. Apart from her interest in climate change and human–nature relationships, Prof. Goyen has been recently working on environmental ethics, moral environmental leadership and environmental psychology.

Sean Weaver

Sean Weaver is a board member of the Carbon Farming Group, a member of the National Jury of Blue Flag New Zealand, an Honorary Research Associate at the School of Geography, Environment and Earth Sciences, Senior Associate at the Institute of Policy Studies, Victoria University of Wellington, and a member of the Ako Aotearoa Academy of Teaching Excellence. Dr Weaver has been working in forest conservation since 1987 in New Zealand and the Pacific Islands. He specializes in forest carbon management and payment for ecosystem services. His expertise and interests focus on flexible approaches to financing indigenous forest protection and sustainable management of forests.