Ecological Economics Foundations to Improve Environmental Education Practices: Designing Regenerative Cultures*

Abstract

The main objective of this article is to explore new paradigms of teacher training in the field of environmental education. That is why this qualitative study explores the literature on ecological economics and degrowth to identify the most important theoretical principles that can be integrated into environmental education practices. From a transdisciplinary approach, the study integrates a philosophical and epistemological dialogue between scientific knowledge and indigenous wisdom of the Ecuadorian peoples. Then, the results of introducing the ecological economics foundations in the Ecuadorian environmental education policies are described with the analysis of the TiNi program. Subsequently, the emergence of the regenerative economics in the literature is discussed. To conclude, the Sustainable Development Goals (SDGs) are questioned for their conventional economic vision, and regenerative cultures are proposed to promote world futures focused in human well-being and environmental justice.

Keywords:

• Decolonial epistemology
• ecological economics
• environmental education
• philosophy of education
• regenerative cultures
• transdisciplinary policies

Notes

Notes

1 List of the Sustainble Development Goals (SDGs): (1) No Poverty; (2) Zero Hunger; (3) Good Health and Well-being; (4) Quality Education; (5) Gender Equality; (6) Clean Water and Sanitation; (7) Affordable and Clean Energy; (8) Decent Work and Economic Growth; (9) Industry, Innovation and Infrastructure; (10) Reduced Inequality; (11) Sustainable Cities and Communities; (12) Responsible Consumption and Production; (13) Climate Action; (14) Life Below Water; (15) Life on Land; (16) Peace and Justice Strong Institutions; & (17) Partnerships to achieve the Goal.

2 This program was jointly planned by the Ministry of Education, the Ministry of the Environment, UNESCO Quito, the National University of Education (UNAE), the Amazon Regional University IKIAM, and the Association for Children and their Environment (ANIA).

3 For a full description of TiNi’s implementation in Ecuador, see Falconí et al. (2019).