Rethinking human/nature ontology in the EFL classroom as a focus of education for sustainable development

Abstract

English as foreign language (EFL) curricula commonly include only limited exposure to sustainable development (SD) topics. Because SD is a global issue and participation in that conversation is dominated by English, students in the EFL classroom can greatly benefit from an increased exposure to an SD lexicon and SD topics. While traditional education for sustainable development (ESD) focuses on student awareness of issues and behaviors, psychology practitioners suggest that additional gains in ESD may be achieved by focusing on human ontology of and their relationships to Nature. Accordingly, this study examines ways of introducing inner work and intersubjectivity into the EFL classroom with the goal of examining and altering student viewpoints regarding Nature. Suggested classroom modifications are presented, including content and text, as well as course strategies. Justifications are presented for including mindfulness and intersubjectivity in exercises in the EFL classroom as a method to practice ESD.