Learning in nature: An amplified human rights-based framework

Abstract

Human beings are spending less time in nature than previous generations. Without opportunities to interact with nature, we are unable to forge deeper connections with the natural world, leading to indifference and unwillingness to protect it. At the same time, climate change has led to biodiversity loss and new threats such as pandemics, making the issue of the disconnection between humans and nature even more pertinent. This article proposes a modified human rights-based framework to education that incorporates nature as an integral part. I draw on UNESCO’s framework for the human rights-based approach to education which entails three distinct dimensions: access to education, educational quality, and educational environment. I argue that introducing nature as a crucial part of the educational environment can contribute to upholding both human rights and the fundamental rights of nature. By drawing on ecopedagogy and Indigenous beliefs underlining a harmonious relationship with nature, we can move away from the current anthropocentric approach and address the environmental crisis in a meaningful way.

Keywords:

• Nature
• education
• rights-based approach
• Indigenous beliefs
• ecopedagogy

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1 Expanding fundamental rights across species is a highly debated and complex issue. Where we draw the line and whether we include all animals, plants, bacteria, and viruses depends on which ethical theory we invoke.

Additional information

Notes on contributors

Elena Tuparevska

Elena Tuparevska holds a PhD in Education and is currently a lecturer at the University of Deusto. She is a former Marie Curie Fellow. She has an MA in Lifelong Learning: Policy and Management from UCL, UK, and an MA in Adult Education from Linköping University, Sweden. She has worked in education in Spain, Macedonia, Sudan, Colombia, Indonesia, and Ethiopia.