Introduction Pt. I
There are no shortage of claims pertaining to the effects of school gardens on cognitive health and environmental attitudes, such as Julie Athman Ernst or Emeka Emekauwa.
The basis for these claims, however, is not as conclusive as it seems.
(left; academic journal containing Julie Athman Ernst's work)
To begin this dialogue, I think we first need to have a bit of a conversation on something you may feel you already know:
why green is good.
No, I am not solely referring to the color itself, but ‘green’ as a widely-applicable and living noun. Often, people would agree that something living has a daily impact on their life; our next-door neighbor, our family dog, the pesky fly that won’t leave through the open window. However, do we often remember that ‘living’ does not mean ‘constantly and obviously moving’? The ‘green is good’ statement may end up feel dulled and plain compared to the information provided by the authors highlighted in this blog series, but I feel it communicates well what they are intending to say.
Two of the most popular environmental psychologists – Rachel and Stephen Kaplan (highlighted to the right) – have dedicated most of their studies to opening up all minds to the concept of restoring mental health and clarity, both of which stem from the impact that our direct interaction with nature contains neurological benefits. Consequently, there is wide agreement among scholars that creating a stronger connection between people and the natural environment is essential for environmental sustainability and cognitive health.
(See, I told you the words would start getting a bit bigger as we go along).
Sometimes it comes as a shock to people that there is deeper reasoning behind why we find a willow tree on a river so captivating or how we can lose ourselves in a flowery field. In fact, as suggested by Amy Shaw – an academic constituent of Deakin University in Australia - building positive long-term connections with natural features in the world can build empathy for non-human species and compassion for things such as conservation efforts.
So, look at that, there is science behind why you have such a close relationship with your window-succulent at work.
Emekauwa, Emeka. “The Impact of Place-Based Learning in East Feliciana Parish.” The Case for Place-Based, 2004, pp. 1–8.
Ernst, Julie Athman, and Martha Monroe. “The Effects of Environment‐Based Education on Students' Critical Thinking Skills and Disposition toward Critical Thinking.” Environmental Education Research, vol. 10, no. 4, 2004, pp. 507–522.
Shaw, Amy, et al. “Wildlife Gardening and Connectedness to Nature: Engaging the Unengaged.” Environmental Values, vol. 22, no. 4, 2013, pp. 483–502.